I am here to speak in support of the Fisher report. It was written by persons of stature in the academic community who know what attributes characterize excellence in higher education. And while I find disagreement with some of the details of the report it is a fundamentally a sound document. There are two aspects of the report that I plan to address: the first is the relationship between the Board of Trustees and the Faculty and the second is the role of graduate education and scholarship in an institution with a primary focus on undergraduate education.
I agree with the delineation of the relationship between the Board of Trustees and the academic community outlined in the Fisher report. It is clear that by state law the Board of Trustees is the governing/policy forming body of the University and represents those who pay the salaries of the academic community. At the same time, the report provides ample support for the strong role of the faculty in affecting policy relating to the academic affairs of the University. I have a friend who is the President of a major University on the West Coast and he told me that he wants to do what his faculty wants. This does not mean the faculty determines policy, but rather that their concerns receive priority consideration and that there is recognition that the faculty are the professionals in the area of academic affairs. For this relationship to work the faculty has to believe that their professional judgement is trusted and wanted by those in power. Additionally, the Board of Trustees and administration has to have consistent evidence of professional behavior by the faculty. Developing these relationships is important for the future of the university and the success of our next president.
Illinois State University prides itself on being a premier undergraduate institution with a strong emphasis on teacher education. Nothing in the Fisher Report detracts from this mission including the idea that Illinois State University is a comprehensive institution of higher education with graduate programs and doctoral programs of excellence in selected areas and should be come a "Public Ivy."
Teacher training involves two components: education in the methods of pedagogy and sound learning in the subject matter that prospective educators will teach. The best delivered lesson is of little value to a class unless it has substance.
Many strong subject matter departments at Illinois State University have a faculty composed of active scholars and graduate programs. Yet, at Illinois State University there is a tendency to play down the important link between quality undergraduate education and scholarship and graduate programs.
Three years ago I chaired a committee that reviewed the Graduate School and the University Research Office at the request of the Provost. Our recommendations included strengthening the stature of the Graduate Dean within the University, to attract strong candidates to the then vacant Dean's position, and increased administrative support for graduate education through the provost and president
While the report was lauded by the administration essentially no progress was made in achieving the committee's recommendations and a search for a Graduate Dean failed to produce a viable candidate.
Indeed, as noted in the Fisher report, the Graduate School has been allowed to languish without strong administrative support and headed by temporary leadership for nearly four years. Graduate education needs strong leadership and administrative support not only for its own mission, but because it enhances the quality of the undergraduate experience.
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