Image provided by: University of Nebraska-Lincoln Libraries, Lincoln, NE
About The daily Nebraskan. ([Lincoln, Neb.) 1901-current | View Entire Issue (Aug. 11, 1970)
PAGE 2 SUMMER NEBRASKAN lUtbDAY, AUGUbT I I, 1970 5i Tit t, : v '1 University power structyre is not Editor's note: This storv is reDrinted from "Campus in Crisis," a special report issued by students and faculty in the School of Journalism on the campus distmptions of last May. the sit-in at the Military and Naval Sciences Building, the student .strike, the Town Hail Meetings and the Peace Rally.) By Mary Kay Quinlan A university fs not a one man band. A university is not a corrective, penal institulon. A universy is not a giant corporation. A University is not a miniature pc'itical community. Three top University of Nebraska ad ministrators quickly point out what a universiy is not, but when it comes to defining what a university is, the answers immediately become complex. The University of Nebraska exists because the taxpayers of the state have said such an institution should exist, said Chancellor D. B. Varner. "But beyond that, the nature of the university confuses the general public because of its highly diffused power structure and complex purpose. "The layman," he explained, "sometimes assumes that the students are here to learn, the faculty is hired to teach them and the Regents are elected to run the place. But in reality, it's much more complicated than that." R is complicated. Understanding how e university functions and the role it plays in society is in itself a complex task. When a university is faced with a strike, such understanding becomes evern more complicated. And understanding power at a university is the key to sorting out this complexity. Varner emphasized that the people of the state have the "ultimate authority to make decisions" regarding the Universi- thecal effects off By BRUCE WIMMER The 1970 spring semester at the University of Nebraska began like any other semester. All indications were that it would continue like any other. Students, faculty and administrators went about the day-to-day activities that make a university community what it is. Visiting dignitaries, alumni and tourists came and went. Everyone was aware of campus demonstrations afltolleges throughout the country, but few if any imagined NU would join in. The attitude seemed to be, "It can't happen here." But on a warm May afternoon it did. The realization that the University of Nebraska was no longer immune to the campus protests that have been evident across the nation was probably one of the most Important occurrances in the history of the institution. Students had been concerned before. There were marches to the state capital or rallies on campus, but nothing to wor ry about Even after a group of students occupied the Military and Naval Science Building most of the state seemed too dazed to comprehend what happened. But after the town hall meetings, the mass rallies, the sometimes inflam matory (and sometimes conciliatory) speeches on the campus and the hurried negative responses from the rest of the state, something was different. It hap pened, it appeared over, but there was a strike and the question remained, "What now?" One thing is clear. No one can continue to proclaim Nebraska's immunity to stu dent activism. Suddenly Nebraskans had reason to worry. Congressional mail was running five times the normal rate. Legislators' phones were ringing con stantly and Regents' mailboxes were stuffed. ' la Lincoln, few results of the protest were visible to those outside the University. For a while there was a flop py tent blowing in the wind that sym bolized a "new society and a new University,1 but that soon disappeared. The real effects of the strike did not disappear; they were apparent in the classrooms, dormitories and the Nebraska Union, where students and faculty discussed the events. The same varied opinions that were and still are evident throughout the state and nation were held at the University, too. But there was a difference. These Individuals had experienced a crisis together and survived. There were divergent views, but even during the Csak-of activity, the Committee for ndisrupted Education (CUE) and the Strike Committee had booths side by side In the Student Union. There wece cons tant debates but they were constructive and people on both sides listened. When it ended there was a new sense of respect and understanding. The University com munity was drawn a little closer together. Some results of the strike were evident almost Immediately. Many may not be apparent for some time. The state"! sudden awareness of stu dent activism and the new community feeling within the University were shrt. term results, though they may have more permanent effects. Other outcomes will be long-term, and may not be evident until the fail semester, the next calendar year or even later. Ttw problem is, however, that these king-term results can be expressed only as opinions or predictions until they occur. Or opinion centers on the apparent concerns expressed In the initial strike resolution. That resolution called for a strike because of "concern over the ex panding war in Indochina." What effect did the strike have on alkylating that concern? Philip Scribcer, associate professor of philosophy, said, "The strike may have no immediate effect on any national issues but It was at least important In an Indirect way. Popi know that we are concerned and that we will try and cope with some of the serious problems facing this nation.- f i mn up ii. i 1 V S? I "A J, - , " ti ls r K Photo by Jim Doan Gilbert (left) Prof. Robert Knoll ty through the election of state legislators and the Board of Regents. "The Legislature provides financial support for the University, and while it has delegated general governing powers to the Regents, it does retain residual power to over-ride decisions of the board," he continued. "The Regents are primarily responsi ble for hiring and firing a chancellor. Beyond that, they have delegated much Students were learning to cope with problems through student activism and that meant discussions, striking and canvassing. But the learning experience wasn't limited to students. According to the dean of faculties at the University, C. Peter Magrath, the strike was a learning ex perience for all involved. "This strike was the first taste of con frontation politics at this University, and confrontation politics is a dangerous game to play because there are few win ners and a lot of losers," Magrath said. All elements of the University com munity made mistakes during the first student strike in the history of the in stitution. Fortunately, the mistakes could be overcome, and the campus learned to avoid them. Students, for example, learned that certain words, such as "strike," produce a negative reaction that, cause only misunderstanding. "The choice of the word 'strike' was an unfortunate mistake because students were never on strike in the bad sense of the word," according to Wallace Peterson, professor of economics at the University. Peterson, also a Democratic candidate for the U.S. Senate in the May primary, said students learned they had to express themselves fully, to say what they meant. He added that students learned that demonstrations really have little effect. The final answer, he said, is still working in the political process. Learning experiences extended into other areas. Students now know the value of organization. English Professor Paul Olson said. "Students are now organized to express their griefs. This is nothing to fear, however, because the real danger occurs when there are no controls and emotional, adrenalin politics prevail." Many students were also surprised to learn that the administration at least ap peared concerned. During the strike, students found a sympathetic ear within the administration. Before the strike many students thought of the ad ministration as an element that blocks change. Obon said he was convinced that the strike left the administration in a much more credible position with students. The Associated Students of the University of Nebraska (ASUN). official representative body o' the students, got a sltot in the arm by coordinating strike activities. A month before the strike ASUN could barely muster enough Interest to get 2,300 students to vote in campus elections. After coordinating the strike, ASUN, was at least well-known. Students In favor of the strike applauded the organization's efforts. Students opposed to the strike began working to change the student government. The strike was vatuabte also in forcing student-parent discussions. When worried parents called their sons and daughters, the conversation often concerned the student protest and the war. The faculty also had to face students. "For tlie first time the faculty had to confront the left on this campus and we learned, too," Olson said. When the Faculty Senate voted down a student request fur a two-week vacation period before the November elections a number of student observers expressed their disgust by booing. "We were forced to think about the issue but I think the faculty made the correct decision. Students have to realize that campaigning can be done on their own time just like every other citizea They are not an elitist group," said Robert Stock, assistant professor of English. Stale Sen. Roland Luedtke, whlse 28th Legislative District contains a large number of University faculty members, said c had many calls from la trus tors. "They Indicated the faculty had a con tractual obligation to teach classes and they were willing to meet that obliga tion." he said. Must professors seemed to agree. Even decision-making power to administrative and faculty committees." The largest such administrative-faculty group with authority to make recom mendations on most matters directly to the chancellor and Board of Regents is the University Senate. According to the By-Laws and Rules of the Board of Regents, the Senate is "composed of the Chancellor, all deans, all directors and all faculty members with the rank or equivalent rank of assistant professor or above." Members of the Senate are given jurisdiction over "matters affecting more than one college," according to the Regents by-laws, with all decisions sub ject to appeal to the Regents. The "im mediate government" of each college is delegated to "Its own faculty." "There is no doubt in my mind that the weight of faculty opinion expressed through the Senate can significantly In fluence the direction of the University," remarked Dr. R. E. Gilbert, chairman of the Liaison Committee, one of five stan ding committees of the University Senate specifically mentioned in the Regents' by laws and rules. Gilbert is a professor of chemical engineering. The chancellor agreed that most of the influence for decisions about the "Day-today functioning" of the University lie with the faculty. "Since a university aims to enrich and stimulate the intellectual processes, the principal beneficiaries of the university are the students," Varner continued. "And as a prime reason for the university's existence, the students are playing an ever increasing role in determining how the functions of the university are implemented." The chancellor condemned as "sheer nonsense" the idea that a university belongs to the students. student strike may not disappear linn imimiimii Hiiiiiiminiiiii mi i i ii ti iiiii i -- -efmm ' - "-'' f" ii o V7 ' " ' o-. -' Ly Af Sui t i nS n K tii iri i i mil "ma -..'' Bwiimiirf A - J Crowd of students faculty supporters of the strike indicated that they made every attempt to fulfill their contractual obligations and hold classes. Not everyone was satisfied, however. Rumors circulated that certain instruc tors would be fired for their part in the strike. State Sen. Robert Clark of Sidney said, "I think that is only fair. We pay those people to teach certain classes. Any Instructor who was out there urging students to demonstrate should be out." Magrath, the dean of faculties, said he felt that much of the problem Involved the unpreparedness of the faculty to deal with such situations as the strike. He said that as a result of the strike the faculty is preparing a statement of faculty responsibilities. Then there was the administration learning process. Administrators learned the virtual impossibility of discussing Issues with large groups. "Effective and meaningful communication with groups that have no spokesman Is a serious pro blem," Magrath said. Administrators also expressed concern over decisions made on the spur of the moment in a mob environment. "This is not how a responsible acade mic community should resolve pro blems," Magrath said. State Sen. E. Thome Johnson of Fre mont said the administration did a good job of handling the strike. Dan Elrud. state senator from Grand Island, said administration's handling of the strike "proves their high quality." Even the Nebraska executive branch commented. Secretary of State Frank Marsh said the administration showed understanding toward the students but also stood strong when necessary. Marsh said his office "was aware of the desire for a special session of the Legislature to consider the strike." But Marsh urged citizens to "listen to Chancellor Varner and let him set the tone." State Sen. William Swanson of Lincoln summed up the comments of most legislators by praising the overall con duct of the administration but qualifying his comments with criticism of particular events such as the occupation of the Military and Naval Science Building. "That occupation was a direct violation of legislation designed to prevent just such action," he complained. The administration was ready to answer. Administration spokesmen pointed to the campus policy approved by the Board of Regents which gave the administration power to determine when "disruption" had occurred. It was the position of the administration that "no disruption" oc curred dxiring the Monday night and Tuesdajr morning occupation. But too Dr. G. Robert Ross, executive dean of student affairs, said that people sometimes are "uneasy" about students sharing in the decision-making process. "But in reality, it's probably the way most people have raised their kids," he explained. Dean of Faculties C. Peter Magrath, whose responsibilities include authoriz ing all faculty appointments, explained that "pluralistic, fragmented power" is characteristic of a university, but he ad ded that the faculty does have "decisive authority." Commenting on student contributions in decision-making, Dr. Joseph Soshnik, president of the Lincoln campuses and outstate activities, contrasted today's students with those during the 1950s. "During the '50s, students were willing to let others make decisions concerning their education because they were primarily interested in working toward a single personal goal," he said. "But today, really interested and con cerned students are willing to do the hard work necessary to help make decisions about the things that influence their live3. Today's students want to throw off the atmosphere of paternalism in decision making and enlarge their area of self determination. "In fact, with many on-campus issues, the students' specific concern is likely to be not the decision itself, but who is making it." Discussing the nature of the university, Varner, Soshnik, Magrath and Ross all supported the right of individuals within the academic community to express dissent, but all objected to "institutional commitments of protest." The chancellor criticized the May strike activities as "not at all legitimate" for an academic community, calling it a "non-productive enterprise." gathers to observe May 5 faculty administration was preparing an injunc tion to remove students had they re mained longer Tuesday morning. In ad dition, the Office of Student Affairs plac ed on probation over 75 students who were identified as remaining in the building. Because of the manner in which the strike was handled. Joseph Soshnik. University president, appears in a better position than ever before. He seems to have the support of the majority of the students, faculty, Board of Regents and Legislature. Although the original strike resolution was specifically "not against the University," at the final town hail meeting the concerns of the students turned to that institution's structure. Students claimed problems of war in Indochina and racism were exemplified in the University structure as well. The finul resolution, which called for creation of a new University, could be the most tar reaching and important result of the strike. At a special Academic Planning Com mittee hearing, students and faculty proposed a multitude of reforms. They expressed a desire to change the University educational system to better prepare students to cope with problems they face in the world. Specific proposals were heard for creation of an annual Summer Institute of Social Awareness, the reform of grading systems, credit for social action, student voices in deciding direction of class discussion, special courses offered by petiton and an enlarged pass-fail system. 4 V' ,-':Sei 4, 1 1, o one-nian "If a three-dav strike didn't bring American troops out of Cambodia, how about a three-week strike, or a year? Or maybe it would do some good if we burned all the buildings down? "The point is," Varner continued, "that when the university makes an institu tional commitment of protest, it becomes a political weapon." Magrath agreed that as an institution, the university "cannot take political stands." "For many years, universities have fought for independence from external controls," Magrath explained. "Now, we must be sure we maintain independence from internal control." According to Ross, the nature of the academic community is one of "rational, deliberate decision-making." Magrath agreed that issues should be deliberated, discussed and argued, but decisions should not be made under the "emotional stress of .confrontation politics." According to the chancellor, it was "a mistake" for the University of Nebraska to "commit itself in a strike." "The strike did not solve the Cambodia Situation, and it hurt the University in the eyes of the people of Nebraska," he argued. But Steve Tiwald, president of the Associated Students of the University of Nebraska (ASUN), emphasized that strike activities were directed into "positive, constructive, meaningful channels, not destructive, counter-productive ones." Liaison Committee Chairman Gilbert added that there have been "no real negative results" of the strike. He pointed out that as an indirect result of the strike, the Academic Planning Photo by Jim Dean Senate meeting. Bert Evans, professor of agricultural economics, was another who urged restructuring of the University. He was concerned, however, with going beyond the education aspects and examining the organization. Evans said the basic organization of the University had not changed since It was established as a Land Grant college a century ago. He urged democratic organization of the University and its departments, and a complete overhaul of the dean and tenure systems. The administration responded by noting that many of the academic changes were being considered before the strike and that the University had changed and would continue to change without the pressure of a strike. The Planning Committee, however, did produce some new ideas that are now getting serious consideration. Ideas such as setting aside Thursday afternoon for speaker programs and having more txmrses within living units may be adopted because of the hearings. The administration also admitted that the strike spurred along many of the programs under consideration. Dean Robinson noted that credit for ROTC in the College of Arts and Science was reduced to 10 hours. ' "This resolution was passed this spring and if it were not for the concern ex pressed during the strike it probably would have been a year before similar aetion could have taken place," he said. While the results of the strike perhaps may not be too objectionable, there were voices of concern. Stock, English pro Sernni 1121 rnmmittee has a "stack of ideas a half inch thick" for change in the academic community. But Soshnik said that "dramatic education changes" have taken place in the past year without "disorder and disruption." But wheather the "campus crisis of May," as Magrath calls it, was a strike against Cambodia or for education reform, it was generally agreed that the situation on the Nebraska campus was much less serious than on many cam puses across the nation. Varner explained that the situation did not become as serious at Nebraska because the students "tend to reflect a value svstem of their parents and com munities which generally considers destructive action inappropriate." The chancellor also commended "remarkabely good student leadership" throughout the incident. "They're willing to try legitimate means first," he said, "but they'll take thfngs into their own hands unless change comes." "I'm for a change, ferment, and discussion too," Magrath said, "but what's so great about chaos? When the police have to be called in, what kind of academic freedom will there be? What's wrong with maintaining a stable academic atmosphere on the university campus?" Most people would answer "Nothing." But maintaining stability on a university campus is not accomplished easily. A university is not a miniature political community or a giant corporation or even a corrective, penal institution because its power is diffused. A university is not a one-man band. It's a symphony orchestra. fessor, said that as long as educational reform occurred because of honest and careful evaluation the change would be for the better, but he warned against making any serious changes without careful consideration. During the strike the Legislature also reacted with concern. "After all, the Legislature is a barometer of the people, and the whole state is wondering what has happened at the University," said State Sen. Wayne Ziebarth of Wilcox. State Sen. Claire Holmquist of Oakland, expressing concern for the University, reportedly called for an investigation into the situation on the campus. But Holmquist, a member of the Legislature's Executive Council, said he simply had called for an inquiry, not a full-scale Investigation that might get out of hand. The senator said he thought the Board of Regents, the body responsible to the state for what happens at the University, should conduct any in vestigations. "But I hope they would report any fin dings to the Legislature," he added. Other senators agreed with Holm quist. The Regents responded by requesting the chancellor to conduct an investigation .and then, by establishing a seven-man committee, to assist the chancellor and report back. The University budget, always the subject of a hassle, was in danger as a result of the strike. "Increased expen ditures, inflation and economic problems will only be compounded by the strike when the University budget comes up for consideration," Sen. Luedtke said. But most legislators, Including Luedtke, seemed to agree with Ziebarth, who said he felt that budget cuts would simply hurt the majority of students who had been instrumental In holding down the strike, and the minority who did strike would not be concerned about budget cuts anyway. Sen. Clark, who criticized the ad ministration for allowing "foul language" on a public bulletin board near the College of Lite, said, "The radical students at the University would love nothing more than to see the University shut down . . ." Many persons think the student strike also seriously harms any attempts by young adults to gain more responsibility. Attempts to lower the voting age pro bably will suffer in Nebraska, as they did in Oregon, because of student unrest. But effects of the strike appear more constructive and favorable than many thought possible. Bad effects appear to be minor. That was this time. The biggest con cern is a fundamental interpretation of the strike. If students think this proves that striking is a good means of achieving change, they might be wrong. Ziebarth said dissent was valuable In producing new ideas but he warned. "You have to be careful of what effects change might have. If you pull down everything just to get a portion of what Pror-htfff set Sirquis-cut set Imtiald-cui ut $403 ISIS $613 amann UmclH Sine -V STMfl
