The Ridgerunner
February 15, 1973
Guest Editorial
by Tom Deason, Dean of Students
I Believe in Student Government^^
Personally 1 believe that students should
have rights in the academic area, in student
affairs, and in the formulation of univer
sity policies. I feel that with these rights
there go certain student responsibilities.
At this time 1 am going only to discuss some
of these rights in student affairs.
First, I would like to mention that
academic and disciplinary records should
be kept separate. Access to these records
should be set forth in an explicit policy
statement.
In the area of student affairs there are
many rights that students should have. One
of these rights being the right to freedom
of association. Students should be free to
join any organization of their choice. I
don’t think any student should be banned
from a particular organization because of
race, creed, or religion.
I also think that a student should have
freedom of inquiry and expression. Students
should always be free to support causes
by orderly means which do not disrupt the
regular and essential processes of the
institution. Students should be able to
invite and to hear speakers of their choice.
Freedom of the press in another right.
Student publications should be treated as
all other publications are treated. Student
publications are a valuable asset to the cam
pus. They bring student concerns to the
focus and attention of the faculty and in
stitutional authorities. In many ways they
help to formulate student opinions and to
inform students of what’s happening in the
academic and campus community.
I think another right in student affairs is
the right of student participation and stu
dent government.
The Student Government Association
should be a strong body under strong lead
ership. The Student Government Associa
tion should govern the students in a strong
and fair manner and to see that the needs
of the students are met in all areas. The
SGA should be concerned with the students
social and informational needs as well as
the needs of student government.
A strong student government is more
than a body that helps the students but also
helps faculty and administraters. It can
also help bridge the gap between students
and faculty and between students and
administration.
I think here at UNC-A we have a strong
student government association this year.
The SGA has established the information
center for the students benefit this year.
They have helped the administration in
setting up and operating the student orienta
tion program for incoming freshmen.
They have loaned their time and ears
to students with problems. They have taken
stands on certain issues and have gone be
fore the administration with their views.
In almost all cases they have used good
judgement, were responsible, and their
ideas had merit.
The SGA has worked very closely with
the student personal officers. I could not
ask for a better job than they have done.
Students should have rights in setting up
their disciplinary procedures in their own
judicary system. I think a judical system
which is set up by students themselves is
better than one set up by the administration.
I think the student judical systdm should
handle cases of petty offenses all the way
up to cases involving possible expulsion
from school.
I have found in the past two years that
students do judge their peers in a fair and
just manner. I am a believer in the^ judicial
system and in student government.
In conclusion, I believe that students
can and will gove.n themselves in a proper
manner when given the opportunity.
Student Governance Small
(CPS) - A recent survey shows that only 7
percent of the more than 2500 institutions
of higher education in America have
governing boards with students in voting
capacities.
The American Council on Education sur
veyed over 450 schools in its study on stu
dent participation in academic governance.
Only II to 17 percent of all colleges have
students sitting on governing boards in any
capacity, voting or non-voting, the study
concluded.
Alumni Discuss Liberal Arts
Past graduates have nuxed emotions
about liberal arts and the educational train
ing they received at UNC-A.
Mrs. Helen Gryder, a 1966 chemistry-
biology major describes her education as
“quite adequate.” Mrs. Gryder is presently
employed by the American Enka Company
as a research chemist.
“I think I have as good a background as
any of my contemporaries,” she said.
“Although I do think the general require
ments were too broad when I was an under
graduate.”
“The liberal arts program is fabulous,
but the curriculm needs to be broadened,”
states Terry Beck, a 1970 economics grad
uate employed by Wachovia Bank.
“UNC-A must change with the times to
meet the needs of the students or it will
loose them. I’m in favor of keeping the
liberal arts program the way it is and for
keeping the quality of education high, but
UNC-A does need to add m6re degrees to
better serve the students and community,”
Beck concluded.
“UNC-A doesn’t have much to offer
unless you are going to graduate school,”
Jan Green, a 1972 mathematics major said.
Miss. Green is presently a member of the
faculty at T.C. Roberson High School in
Buncombe County.
“The program doesn’t offer anything but
liberal arts and should be expanded to in
clude other fields. “It’s difficult to find
employment after graduation if you haven’t
planned on attending graduate school,”
Green said.
Green goes on to express the desire for
UNC-A to start a graduate program in the
future.
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student Opinion
UNC-A
QUESTION: How do you feel about the liberal arts program
at UNC-A?
JIM SHIELDS, sophomore, philosophy
major. “UNC-A is a one dimensional
school, academics. No cultural or social
events. There’s nothing to do. Curriculm
needs to be broadened.” _ :
SAM FERGUSON, junior, political science
major. “Liberal arts is associated with
conservatism and particularism. I think the
Committee on Curriculm Reform shpuld
publish what they are doing.”
JIM MUNDEN, freshmen, economics
major. “Parts of the humanities program are
handled poorly. The Greer examinations
should be abolished. I would like to see
more experimental programs in all depart
ments.” '
JOHN McKIBBEN, senior, political science
major. “The general education program
does not expose the student to enough of
the majors. Freshmen advisors do not ad-
^ vise, they just sign forms.”
RAY GASPERSON, senior, political
science major. “Liberal arts makes you a
well rounded and more open minded per
son. You learn things that you wouldn’t
ordinarily learn in other types of schools.”
RENA WYATT, senior, education major.
“I like liberal arts because it gives you a
general view of all things.”
FRANK DOSIER, senior, political science
major. “I think students should have the
right to help determine academic policies.
1 am for the no “F” grading system. I don’t
see UNC-A as the boldly experimental and
innovative school that it claims to be. It
is designed for students going to graduate
school. I would not recommend for anyone
to come here unless they planned on going
to graduate school.”
KENT BELMORE, junior, sociology major.
“I think we’re too traditional in liberal arts,
not enough flexibility. I think the Chancel
lor’s new program will help bring the school
up to date.”
BETTY ANTONI, freshmen, psychology
major. “There seems to be a lack of liberal
arts, especially in the art department. Com
muter students are not well informed. We
need better communication.”
MARCIA POZNER, junior, psychology
major. “I think the liberal arts program is
interesting and gives you a good all around
education but, when you graduate you are
qualified for almost nothing, which is the
way it is with most liberal arts colleges.
Everyone should realize this unless they are
going to graduate school.”
-1
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♦ -I