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Show The Daily Page Two LTuh Chronicle Opening 19 TABLE OF IP Kirk Johnson talks with the Prez Page 2 Page 38 "The Quail" by Rolf Yngve Page 40 Food services are examined by Martha Wickelhaus 41 Page Quarterly West seeks quality Page 42 Prestige Series lineup Page 46 Molly Fowler examines U entry in playwrighting contest Page 46 Films Page 47 Fall attractions by the entertaining U Page 47 Dirty words? Page 4 News Editor Mark Amott writes about the city and its problems The ongoing tuition battle 7 Page Liz Gardner finds successful women 8 Page Page 10 Shelley Wey forth chronicles the Chronicle Page 17 Custer's Stand with Custer's fans and Kirk Johnson Page 18 Staff writer Willard C. Smith reveals the story of a different Mormon leader Page 20 Shelley Weyforth gives a first person on transport Page 22 Martha Wickelhaus writes about the library jet-medic- 'ckv?1 VOClt f Entertainment pages 25 " 48 News pages 2 - 24 Page50 Football coach Wayne Howard reveals Page 26 Page Page Page Page Page 32 33 34 35 36 Page 37 Page 37 motivation to Jim Smedley Page 51 Growth of Women's Athletics is explained Page 52 Jim Smedley sets the record straight about Ute football Page 54 Bob Woods reports on Ute runners Stones Barbara Rattle finds pipes purge the mind And food fights by Barbara Rattle That old King Tut in Salt Lake City Museum of Fine Arts schedule Staffer Janice gives the low down on the Blue Mouse KUED and alternative media Billboard Awards Peck-Sanso- Editor's note: David Pierpont Gardner, born and raised in Berkeley, Calif., has been president of the University since 1975. He said he feels his greatest achievements in office have been sufficient funds for the expansion of the medical center the largest single fundraising drive in the history of the state and in improving the University's relationship to the Salt Lake community. Chronicle Associate Editor Kirk Johnson recently conducted this interview with Gardner on the eve of his third year as president. in-raisi- ng m, I i (I 1? If f :' o i ... II ll I Ii ;! rtut is III ' :, i Ii Tn rV -- &- ir ' "For 4he student . . . who's going to sit back and wait for the Unmrsity to come to him, it's going to be a lonely and unbjuppy experience." Page 73 Jeff Howrey on the Chronicle Page 74 Strange encounters of the Osmond kind by E.J Ness 77 Page Stumbling eastward alone by Jim Smedley. Columnist 76 Arthur Hoppe tries to figure out Page "What's good in bed" Page 78 Kirk Johnson schmucks electronics Page 80 Martha Wickelhaus finds a cure for culture shock Editorial pages 73 - 88 esDdleinitteflisa otypr JOHNSON Chronicle staff I Sports pages 49 - 72 Page 56 Joe Brockmeyer describes usage plans for renovated fieldhouse Dave Hosick and Julie Heath give the 60 Page preseason analysis of Ute basketball Page 62 Campus recreation Page 64 Staff writer Hugh Brown tells what rugby m by KIRK ill academic motivation and skiing i al HI IU j Page 66 Utes gain $100,000 for football Page 66 More football analysis by Jim SmedJey Page 67 Sports editor Jim Cassidy examines i 3 Chronicle: Dr. Gardner, you're 13 years old and the president of a major univeristy. Where do you go from here? Gardner: I don't think much about it, actually. I never have really thought much about it. I just do the best I can at what I'm doing, and the future by and large tends to take care of itself. Chronicle: In your inaugual address in 1975, you said that "if the academic quality of the University doesn't improve during the course of my administration, I will consider it as having been unsuccessful." Gardner: And I still believe that. Chronicle: Do you honestly believe the University has improved, academically? Gardner: I think it has. I think it is improving; I think it will continue to improve. Measured by the quality of the faculty we're able to engage, the services we're able to obtain, measured by the faculty members who're invited to go elsewhere and whom we're able to keep, measured by the standards the faculty is applying reflec ted in grade point averages, the introduction of the liberal education program and the strengthening of the honors program, the reduction of our reliance on teaching assistants. These kinds of things are all a reflection of fundamental improvements in the basic quality of our academic programs. Chronicle: What about liberal education? Do you see a trend away from such programs, generally, in this country? Are they in danger? Gardner: There are a good many people speaking out against liberal education, and doing so, I think, with genuine feelings that it is reflective of a bygone era. We ought to be concentrating they argue on more practical and more immediate problems that our students will confront. But it seems to me we're obliged to do both; I don't think you can do one without the other. In order to understand a problem with which one is obliged to contend today, you have to have some capacity to put it into context, historically as well as contemporaneously. The ability to recognize that there's a relationship betwen A and B, a capacity for thinking in a logical, analytical fashion, an enhanced ability to communicate these are all tools which students ought to absorb as part of their education. They are as applicable to the exercise of one's daily life as any other skill o' capacityone learns or develops in the course of learning hi or her work. Chronicle: But, given that there does seem to bt a trend away from broad liberal arts studies Gardner: I'm not sure we are moving away fi m it. As a matter of fact, I think just the opposite is true. You look at Stanford, Harvard, Chicago, Columbia, Berkeley and other major universities in this country what is it they have been concerned about for the past serveral years? Strengthening the quality of their liberal education programs; that's in the face of federal government programs to strengthen vocational, career education programs designed to diminish liberal education. We're trying to do the same thing. Chronicle: Dr. Gardner, in the past few years, tuition for nonresident students at the University has been climbing faster than it has for residents. How do you feel about that fact, and about the decline in enrollment it might dictate? Gardner: Nonresident tuition has always been times resident tuition; that hasn't changed. But as resident tuition rises, the other climbs faster. The nonresident tuition in real dollars is going faster than resident tuition and we have a drop in the up number of nonresident students enrolled. I'm troubled by non-reside- nt that. We are in a geographically isolated part of the United States. We have a very high percentage of students who live in Utah. I think for their sake, as well as for the benefit of the state as a whole, we need to have a significant portion of our student body from outside the state. We have, I think, about 15 percent. My own view is that it should be closer to 20 oi even 25 percent. Chronicle: And the means to do that? Gardner: Keeping nonresident tuition at an acceptable level and maintaining the quality of our academic program and for some, keeping the snowfall levels up. Most of our nonresident student are enrolled at the graduate level, and for them, it's fundamentally a question of the quality of our graduate programs and professional schools. If we are able to maintain a level of quality, we'll attract, I think unless tuition is just completely out of line a reasonable share of nonresident students. Chronicle: When the Student on the Board of Regents Bill was introduced in the legislature, you opposed it. Why? Gardner: What I said was, I didn't favor it. There's a difference. If I'd opposed it, I would have lobbied against it; when I said I didn't favor it, I just didn't lobby either way. My concern is this: if a student should be a representative for constituent interests of the students, why not a member of the faculty? Why not a member of the staff representing the staff? And if that's fair enough for higher education, then why not a representative from labor? A representative from women's groups? The board would become a a representative board, arbitrating and compromising the interests of the various constituent groups represented there. That's not my view of what the Board of Regents should be. They appoint me; I work for that board. I do not regard myself as part of the executive branch of state government. Higher education has a special standing, and therefore the Board of Regents, free and unencumbered, should be capable of resisting political pressure, not serving to facilitate further political pressures on us. And the only way you can assure that is for those people serving on the board to be really accountable to their own consciences. They ought not to be doing what they think is best for the institutions. I think Paul (Watterson) has done a superb job, and I'm confident Tim (Zoph) will conduct himself as well. But there is always that possibility present of having a constituent their the pressure brought to point where they won't exercise own independent judgement. Chronicle: Do you feel that student government, generally speaking, is still a viable institution at the University, given the lack of real student support it receives? Gardner: Student government plays a more important role than most students believe. Its effectiveness is a function of two things: one, the quality of the people who are elected; and two, whether or not the rest of the student body thinks they're doing anything. Student government can be effective even if the student body as a whole doesn't regard it highly. But student government surely will be effective if students think it mini-legislatur- e, .'!. is. Chronicle: And how do you define "effective?" Gardner: As adequately articulating the variety of viewpoints on any given issue in which the students have a special interest. In other words, when I meet with the ASUU officers, I like to believe that the advice they give me is advice that would be shared by the great majority of the student body. Now, that doesn't mean I have to agree with it, and it doesn't mean the student body president himself has to agree with what he thinks the students as a whole believe on any given issue. He has an obligation to do two things, and I've told continued on page 3 ! |
