ire
Continued from Page 1
l.erma said Inst year's IFC wanted the EMU to
cut management rather than eliminate student jobs
and attempted to use budget notes to preserve stu
dent jobs and programs.
"The EMU board absolutely refuted to consider
reorganizing management." l.erma said. "The
administration didn't like the students making
waves."
At Brand’s request, a committee of faculty, staff
and students reviewed the Clark Document during
the summer and fall of 1992. but they couldn t
agree on a new fee allocation system, said EMU
Director Dusty Miller, who was chairman of the
committee.
EMU board member Carmel Bender, who served
on the committee, said members couldn't agree
whether the IFC could use budget notes to restrict
how the EMU spends student fee money.
If the University's new plan is adopted, faculty
and staff on the EMU board will vote on the bud
get. which is a change from the present system of
only students allocating student money. Moseley
said.
"The faculty and staff would piny an advisory
role and bring continuity to the process." Moseley
said "Students would still have the majority of
votes and would control the money."
However, student government officials said the
proposed plan would take student money out of
student control.
Students don't control how the Counseling (en
ter and Student Health Center use student fees,
and the now plan would leave students in control
of only 20 percent of the $106 per-term student
incidental fee. said IFC Chairman Steve Masat
Masat said the University's plan would force
Brand to change both the Clark Document and the
ASUQ Constitution.
"President Brand has the authority to change tl>e
Clark Document." Masat said "But that action
would demonstrate a lack of democratic commit
ment to student government or involvement on the
part of University administration "
The ASUO doesn’t believe University faculty
and staff should serve with students on a commit
tee that allocates student money because faculty
can unfairly influence students, said ASUO Vice
President Karmen Fore.
TEACH
Continued from Page 1
some legislators have a misper
ception of faculty workload. He
said many neglect to consider
such things as class preparation
time, hours spent on graduate
theses, grading, writing propos
als for grants and office hours.
"Traditionally, we haven't
tried to tell people what goes on
in the classroom — we didn't
think anybody cared." Wright
said.
Wright said another reason
why the public is critical of how
faculty spend their time is
because the Legislature is cur
rently being driven by a Repub
lican perspective that believes
state employee* aren't giving
enough.
Cutting down on research is a
step In the wrong direction,
Wright said.
"Research is learning — facul
ty and students are learning," he
said. "When faculty stop learn
ing. it's only a matter of time
until the students stop learn
ing."
Steve Keele. who is the head
of the psychology department,
said in his department, it is
expected that professors spend
half their time on research and
the other half is spent on
instruction.
"Sometimes, people think
knowledge just sits there, you
open the door, and then you
teach it.” Keele said. "People
have the notion that you just
teach — well, where does this
knowledge come from? It comes
from research."
Keele said people should keep
in mind the distinctions
between the institutional levels
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Changing priorities have lessened the need for research,
Hamby said. Heavy investment in military research resulted
from Cold War policy. but the changing political climate calls
for an appropriate education agenda, she said.
"With America, and Oregon, facing a different kind of crisis,
our educational priorities must reflect such," she said.
The time university professors spend conducting research
could be utilized better in the classroom. Hamby aaid.
Hamby said the purpose of Senate Bill 298 is twofold: to pro
vide information to the Legislature for assessment of the state's
higher education system and to serve as a "truth-in-education
Distinguishing between professors who are primarily teach
ers and those who are primarily researchers would allow leg
islators to determine what amount of state funds is allocated to
each endeavor. Hamby said.
Denying credit for student-taught courses would allow stu
dents to obtdin the education they pay tor from a qualified
teacher. Hamby said. She said she believes a "balt-and-switch"
deception occurs when students enroll professors' classes that
are actually taught by students.
"Is it too much to expect that when a student registers for a
course taught by a particular Instructor." Hamby aaid. "that the
course is indeed taught by that instructor?"
— that universities' missions are
on research and instruction and
colleges primarily focus on
teaching.
Would decreasing research
and teaching an additional class,
as some legislators are consid
ering mandating, improve the
quality of education in the state?
John Moseley, the University
vie* president for research, said
he doesn't believe so. Me said
decreasing the amount ol
research would be a big mistake.
"What we need to do is give
professors more time to spend
with their students in theii
classes, not throw them in front
of classes with even more stu
dents." Moseley said.
SBVfCSlAt, VICfC
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Research* 15 9
Grants - preparation
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Total Hwadi17.4
Adminisiration HT
Service oil campus 3 3
Service on campus 8
Total proteeslooal service 1.9
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