vol_7_no_6 by Michigan Review

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THE . MICHIGAN REVIE Volume 7, Number 6

Februa

The Undergrad Predicament':

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- BBA: The Way to Go? Essav: Liberal Arts Reexamine-- -

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February 1989

The Michigan Review 2

THE MICHIGAN REVIEW

Serpent's Tooth implied that MSA Prez Mike Phillips is inaccessible because his phone number is not listed in the Student Directory. ButMr. Phillips subsequently informed us that anyone who wishes to reach him can do so during his office hours. They are: Monday 10-1 and Thursday 12-3. Thanks, Mike.

Tagar was recently antagonized by MSA for its "Stop Arab Terrorism" bus slogan because not all Arabs are terrorists. Meanwhile, the Palestinian shanty proudly boasts, "Stop Israeli Brutality." Does this imply that all Israelis are brutal?

LaGROC member and former MSA Veep Wendy Sharp, in reference to the University Health Services' AIDS brochure, recently told the University Record, "We need explicit descriptions of sexual practices that might be considered risky." But Wendy, you can buy magazines for that.

Congrats to all the new editors at the Daily. Weare sure that you will do quite a job in leading the Daily into its 100th year of "editorial freedom."

The Daily did it again! After the Review challenged theDaily to a football game, the Daily told us they would call us to let us

In the last issue of the Review, Serpent's

know about playing on a certain day. But just like last term, they never called. That's all right. We had better things to do anyway.

When Tom Hayden came to campusJor the CBS-TV show, he was asked what the Daily was like when he worked for it. He replied, "It was a good paper."

The Campus Affairs Journal of the University of Michigan

Editor-in-Chid Marc Selinger

Publisher Mark Molesky

Numerous copies of the January issue of the Review were recently seen blowing in the wind on North Campus. Normally we would tell whoever is responsible to "Get a life," but there does not appear to be any hope of that happening.

Arts Editor Jennifer Wortck Associate Publishers Vicky Frodel Ryan Schreiber Personnel~anager

John Miller

Letters to the Editor The Daily's Hypocrisy When Tagar unintentionally slurred Arabs, the Michigan Daily was adamant in

its insistence that the club should be derecognized. It did not matter that the slur was

RESERVE OFFICERS' TRAINING CORPS

accidental, or that Tagar corrected the wording on its school bus and apologized promptly. A few weeks later, theDai/y ran a cartoon without realizing that it slurred Arabs. I, for one, hope the Daily will follow the guidelines they have provided for other organizations, and I look forward to their announcement that they are permanently shutting down.

Marc WhinslOn

YOUR UNCLE WANTS

TO PAY FOR COLLEGE. BUT ONLY IF YOU'RE GOOD ENOUGH. Army ROTC scholarships pay tuition and provide an allowance for fees and textbooks. Find out if you qualify.

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Find Out Mote. Call Captain O'Rourke. Visit 131 North Hall or Call 764-2400.

A Job Well Done I have followed the fortunes of the Review over the last year with great interest I have also been intrigued by the debate of my former campus in Ann Arbor on questions of racial equality and civil public discourse. Your editorials in the December 1988 ~~ue were right on target; I heartily agree with them.

Glenn Loury Professor of Political Economy Harvard University

Production Assistant, Rannie O'Halloran Editor Emeritus Seth KJukoff

Starr Ian Beilin, MarIe Binelli, Karen Brinkman, Judy Cheng, Rick Dyer, Annette Elert, Susan Ellis, Stacey Farb, Brian Gambs, Stephen George, Ann-Nora Hirami, Ash Jain, Jeffrey Leiman, Matthew Lund, Ajay Mehrotra, Dana Miller, Peter Miskech, Chris Moore, Carol Nahnl, lim Oucvaerc, Belinda Pett, Mali Purkayastha, Lisa Perczak, Dan Shonkwiler, Peny Shorris, John Transue, Elisabeth Weinstein, Bob Wierenga, Brian Woerner, Chau-Ye Wu

The Michigan Review is an independent, non-profit student journal at the University of Michigan. We welcome letters and articles and encourage comments about the journal and issues discussed in it. We are not affiliated with any political party. Our address is: Suite One 911 North University Ann Arbor, Mich. 48109 (313) 662-1909 Copyright 1989

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The Michigan Review

February 1989

From the Editor

The Show No One Saw •

A few weeks ago, I received a telephone call from one of the producers of the CBS This Morning television show. He asked me if I wanted to participate in the live student panel discussion that would be aired during the on-campus Feb. 3 show. Without hesitation, I accepted. Appearing on national television, I thought, would be an excellent opportunity for me to express my opinions about the University of Michigan as well as expose more people to the Michigan Review. While the CBS show did ultimately serve this purpose, it also Jed to my personal involvement in two episodes that serve to illustrate what I believe to be disturbing trends at the U-M.

The first one began when theDaily, in its Feb. 2 editorial "Protest CBS Coverage;' falsely claimed that the Review receives its funding from Ford Motor Co. When I asked Daily Opinion Page Editor Betsy Esch to print a correction, she said that I would first have to prove to her that the Review does not receive funding from Ford. One week after the Daily had refused to print a correction, I spoke with the other Opinion Page Editor Amy Harmon, an LSA junior. She gave me essentially the same answer as Esch. (At the time this issue went to print, the Daily had still failed to run acorrection.) i was truly amazed that they both believed it was the Review's obligation, and not theirs, to make sure the

Contents Serpent's Tooth Letters to the Editor From the Editor From Suite One: Editorials Coyer Story-The Undergrad Predicament BBA: The Way to Go?, by Matthew Lund Essay: Liberal Arts Reexamined, by Jeffrey Leiman Campus Affairs Review Forum A Plea for Tolerance, by Joshua Green The Tenure Debate, by John Transue

2 3 4

5 8

Arts. Storming the Ivory Tower, by C. Brandon Crocker

My Fellow Graduates ... , by Peter Mooney

Cover Photo by Chris Moore

information they printed was accurate. The second episode occurred when I had an off-camera conversation with one of the other student panelists on the CBS show. I learned that this panelist often agrees with pOsitions taken by theReview, but is afraid to admit this to friends because such positions are not popular with them. This kind of attitude undermines the open atmosphere which should exist at this or any other university. These two experiences I have just described are both representative of unfortunate developments on this campus. The Daily opinion page has reneged on its commitment to journalistic responsibility, as shown by its reckless disregard for fac-

tual accuracy. In addition, there is growing intolerance on this campus for views that are not 'acceptable.' If CBS returns to campus any time soon, it will, I hope, incorporate a discussion of these important issues into its show.

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Marc Selinger is a junior in political science and the editor·in-chief of the Michigan Review. --------------

,-------------------------, I I Yes! I want to support the Michigan Review! I I Here's my tax-deductible contribution to help sustain the Univer- I sity of Michigan's independent campus affairs journal. I under· I I stand that with my contribution of $15 or more, I will receive a I one year's sl,lbscription to the Review. I I I I I I am enclosing: I I _$15 _$25 _$50 _$100 I I _$250 _$500 _$1,000 Other I I I I I I Make checks payable to "The Michigan Review" I I I I I Send to: I : The Michigan Review/Suite One/911 North University/ Ann I I Arbor, MI 48109 I I Please send my subscription to: I I I I Name: I I Address: I I I I I

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The Michigan Review 4

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February 1989

From Suite One: Editorials

Living in La La Land When the typical student at the University of Michigan reaches the opinion page of the Michigan Daily. a smile usually breaks across his face. More often than not, this feeling of amusement comes less from the discovery of an elegantly etched argument or a spark of wit than from being introduced to what can most charitably be described as "a different view of the world." For the opinions expressed in theDaily generally do not reflect those of the student body at large, leading to a situation in which the debate of important issues has become frozen in a morass of radical opinion. Except for a few neo-hippieradicals, anarchists, and conservatives, the student body at the U-M congregates around the liberal-to-moderate part of the political spectrum. Therefore, the left-wing rantings that gush forth from the Daily's opinion page writers serve to alienate a great majority of students. The seemingly endless parade of cockamamie positions, from a proposal to -completely dismantle the Central Intelligence Agency to outright condemnation of the United States' recent downing of two Libyan jets, serves to illustrate the lengths to which the Daily will go to avoid a reasoned analysis of events. Students of moderate-toconservative or even liberal leanings can find nothing politically palatable in this stream of "shock journalism." And because letters to the editor are not effective means of expressing often complicated and subtle opinions, the average student inevitably finds himself without a voice. Unlike the Michigan Review. which is not an 9fficial publication at the U-M, the Michi gan Daily, with its enormous circulation and its access to the Student Publications Building. ~hould be representati ve of the entire student body. Why then ha<; the opinion page become so out of touch with the views of students? Apparently, the Daily has fallen into a rut whereby opinion staffers are usually selected on the basis of their radical views. This tends to discourage students with more moderate political beliefs from ever bothering to apply for a position on the opin ion staff. Perhaps the Daily could institute a system whereby both sides of an issue arc expressed on the opinion page. For instance, the opinion page could be split in half, with one side offering the liberal position and the other the more conservative view. This

would allow a greater variety of political beliefs to be expressed and would help put the opinion page back in sync with the student body. The day may conceivably dawn when the monopoly of radical opinion is broken and both liberals and conservatives can refer to the Daily opinion page with respect. But respect will only come when the Daily's opinions find resonance not only with the citizens of "La La Land," but with a sizeable percentage of U-M students. 7': 2;

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The Assault on Free Speech Voltaire, the great thinker of the Enlightenment, once said, "I disapprove of what you say, but I will defend to the death your right to say it." To most modem people of enlightened sensibility, the right to freely express an opinion lies at the very foundation of a just society. Those who have defended free expression have historically come from the nation's colleges and universities, where academic and political freedom were believed to be closely related. Therefore, it comes as a surprise that those who are mounting the new assault against free speech-the new carriers of the McCarthyite torch-have come not from the smoke-filled rooms of politicians or the boardrooms of multinational corporations but from inside the ivory tower itself. Today, there appears to be a growing intolerance toward views not espoused by a vocal, very liberal faction of the academic establishment, which too often abuses its powerful position to the detriment of free expression. Individuals critical of certain sacrosanct positions of this group often find themselves harassed, and in some cases, forced off campus. At the University of Massachusetts at Amherst, Julius Lester, a well-known professor of Afro-American studies, was forced to vacate his department seat last July after he criticized James Baldwin, a black writer, and the Rev. Jesse Jackson, the black presidential aspirant. Lester lost his job, not because of any inattention to his teaching responsibilities or poor scholarship, but simply because he chose to differ with the

accepted beliefs of the black academic establishment. At Dartmouth College, the conservative Dartmouth Review became the target of the Dartmouth administration's wrath. After a scume between several members of the magazine and a black music professor, the administration suspended the StudenL~ in question. However, a recent court ruling ordered the college to reinstate the students because it found evidence that a member of the committee that handed down the suspensions held a strong bias against the publication's political views. On Feb. 6, the Daily reported that former U.S. Attorney Geneml Edwin Meese will be coming to campus in March for a national symposium sponsored by the Federalist Society. A gro~p called the "Concerned Law Students" has claimed that Meese should not be allowed to speak on campus because he does not hold a government position. However, this clearly ludicrous argument only masks the real reason the group does not want him to come to campus: it disagrees with his political views. Thy lack of any significant public outrage at these attempts to inhibit free speech can be exp1runed)n part by the fact that many people agree with the political views of these new censors. But the First Amendment protects everyone's right to free specch, regardless of their political beliefs. Even those who may be repulsed by the views of a particular person or group must realize thal the protcction of free expression must be maintained for everyone, atall times. American democracy cannot endure in iL~ absence.

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The Michigan Review

February 1989 5

Review Forum

A Plea for Tolerance

by JoShua Green "It was almost like stepping into the Third World," I thoughtas I returned home from Ann Arbor after summer orientation. I was confused and perplexed by the reports of racial violence, the student protests, and the ill will that seemed to permeate the atmosphere. It was nothing like Michigan State University, which is about a mile from my home, nor was it like anything that I had experienced in my sleepy little hometown of Okemos, Mich. I was really bothered by the fact that most of the hostility I observed could have been avoided. Indeed, what is desperately needed is a climate of tolerance on campus. To accomplish things at the University of Michigan, it would seem more logical to try to work with the administration rather than against it. Protests and "sit-ins" should be last on one's list of political tactics rather than f LrSt. If the situation becomes impossible to resolve or the administration acts improperly, only then should more drastic actions be taken. Tolerance is a key ingredient missing on this campus, and unfortunately it is a difficult thing for some to swallow. Tolerance is more than just permitting something to happen; it is the act of recognizing and respecting the views of someone else. One must imagine what it would be like to be in another person's shoes. Too often, the administration and student leaders view their ideas and actions as the only right answer when a compromise would be more effective in dealing with a variety of overlapping interests. There have been many instances on campus in the past year where this has been the case. Last year, then-interim President Robben Heming showed his unwillingness to compromise when he dissolved the University Council, the students' only real

voice in the management of the U-M. In addition, the Board of Regents considered a positive check-off fee for funding to the Michigan Student Assembly, which would have caused the demise of student government. Such a step, had it been implemented, would have been catastrophic. Tangible official lines to the administration would have been severed. We, the students, would have lost our voice. It is important, although not altogether pleasing, to realize that the administration is in charge, and that sometimes one has to go along with some of its more unpleasant policies. What the administration wants very often is what it gets, even though some of us are paying more than S10,000 a year in tuition alone. The student leaders must gain the respect ofU-M officials by accepting atle~stsome policies thal annoy them and by maintaining a mature posture when they disagree. If this happens, the officials will be more willing to address student concerns. Creating signs that say "Duderstadt is illegal" or disrupting Freshman Convocation by jumping on stage is not only going to make one look bad in the eyes of many, it is not going to accomplish anything politically. Other examples of this ineffective tactic include the "sit-in" against LSA Dean Peter Steiner and the incidents that took place on Dr. Martin Luther KingJr.'s birthday last year. The remarks that prompted the sit-in were inappropriate and regrettable, but the demands for Steiner's immediate resignation was much too harsh. Instead, the Steiner incident could have been exploited to promote minority issues, as was done with major league baseball last year. In that situation, Los Angeles Dodger General Manager AI Campanis made some offensive statements about the managing ability of black Americans and subsequently was forced to resign. But minority leaders, specifically Dr. Harry Edwards, who was appointed to be an adviser to the baseball commissioner, used the incident to promote affirmative action policies in major league baseball. These policies, if

Corrections The editorial "Phillipsgate" (Review, Jan. 1989) incorrectly referred to MSA Rep. Zachary Kittrie as an LSA senior. He is actually an LSA junior. The article "Should a Class on Racism Be Mandatory" (Review, Jan. 1989) incorrectly referred to Glenn Kotcher as an LSA senior. He is actually an LSA junior. The article also failed to mention that Kotcher is a vice president of the College Republicans.

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Too often, the administration and student leaders view their ideas and actions as the only right answer when a compromise would be more effective in dealing with a variety of overlapping interests. one considers the new list of blacks in baseball management positions, were at least partially successful. So instead of a sit-in against Steiner, perhaps all the energies of the various groups could have concentrated on producing some positive results through some kind of awareness campaign. The events on King's birthday a year ago have had a negative effect not only on the administration but on the student body as well. Although I was not here at the time, I have read that some student groups demanded a boycott of that day's classes. When they were not successful and some students went to class, the disgruntled protesters called the students "racist." This kind of behavior alienates everyone who chooses to disagree. Judging from these incidents, it appears that the anti-racist groups overreact. This view was only strengthened when I attended the "new" orientation format last Aug. 3. I was not alone in leaving the session slightly angry and disturbed at the groups. I did not really understand why, but I felt a little threatened. Many orientees shared my feelings. Again, I just do not see how this kind of action is beneficial. What many must realize is that first-year

students like myself come from "protected" environments, believing that we harbor n<? prejudice toward anrone. But I have talked 10 people who have defended their commitment to equality and in the same breath told a racial or ethnic joke. When one becomes incorporated into a "diverse" atmosphere such as the U-M, hostility fueled by prejudice becomes a very real poss ibility. So, the most important goal should be the abolition of ignorance and its twin brother, prejudice. What I am asking for, in shon, is for more students to try to look at both sides of unrest here at the U-M. A wise man once said, "Never put passion ahead of principle." In other words, our ability to think should never be compromised by our ability to act. This is not to say that one 's values should be compromised, but sim ply that one should not violate the rights of others who beg to differ. So much trouble could be avoided if students approached their problems rationally and with tolerance. With a campus and a world of immense "diversity," I am afraid we have no other choice. Joshua Green is a sophomore in LSA .

Advertise in the Review! Call 662-1909

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. THe Michigan Review 6

February 1989

Cover Story

BBA: The Way to Go? by Matthew Lund It is that time of year again. On Feb. 1, the University of Michigan School of Business Administration began reviewing the applications of students hoping to pursue an undergraduate business degree. The competition is stiff. According to the business school's admissions office, about 3000 students apply each year, and generally only one out of 10 is accepted into the Bachelor of Business Administration program. This is also the time of year when many students interested in business wonder whether the BBA is the only door into the private sector. Fears emerge that a liberal arts concentrator just may not have the practical education necessary to carry his weight in today's business world. However, once a student is informed of all his available options, it becomes clear that the future can actually be bright for the nonbusiness major. In choosing a field of study, a student should first evaluate his long-term goals and then determine which educational path would best satisfy his needs. For the student who wants to get a business education in four years, the BBA is considered a good program. However, for those who do not mind attending school for six years, a Master of Business Administration may be an even better option. Although some students pursue their MBA directly after graduation, most schools prefer a few years of post-graduation work experience. In fact 90 percent of MBA candidates at the U-M have worked two or more years after graduation. Although the courses in each program have similar titles, the MBA and BBA differ in many regards. According to

Business School Dean Gilbert Whitaker, "The curriculum differs substantially. The master's program moves at a much faster pace. The courses have similar names, but the MBA program is run with expectations that the students will put in 40-50 hours per week out of class. Today's MBAs have achieved an undergraduate degree and worked a couple of years. In these two years of the master's program, they can gain a lot more knowledge than the BBAs. This is because the undergraduate students, while receiving an education, are continually learning about how to deal with life. This is why the BBAs do not cover as much." Student opinion about the curriculum and work requirements is somewhat different. Mike Skaff, a second year MBA student, says, ''I'm not so sure that the work levels arc really differenL However, I do agree that the student can gain more from the master's program because the MBA students have a wide variety of backgrounds and can offer different experiences and perspectives in classroom discussion. However, these benefits are only valuable to a certain point." Undergraduates seem to concur with these thoughts. Forexample,Jill Wieneke, a first year BBAstudent, says, "I think the workload is just as hard for the BBAs. I think we study equally as much as most MBAs. However, it is true that the work experience and undergraduate education make an MBA concentrator more valuable than a similar BBA concentrator." One common myth is that the students who want to succeed in the MBA program should have a BBA degree. Not only is this false, but it could prove to be a very poor

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choice. "Students who ultimately want an MBA should not pursue a BBA," says Whitaker. "There is too much overlap between the two programs. It is best for a student to pursue a different undergraduate degree-students should study what they enjoy." Another misconception is that non-business degrees will not be marketable in the private sector. But, if some career-related courses are taken concurrently, almost any undergraduate degree is marketable. Peggy Slade, a personnel analyst at Comshare,an international computer software finn, says, "From who you see getting

say they have preferences about undergraduate work. To find out these preferences, students should look at the brochures of the different taw schools." After students have examined all their options, and have determined that the BBA program is best for their individual needs, they can be assured that the U-M Business School will give them a quality education. Although there arc several schools offering BBAs across the nation, only three of the top-rated business schools offer an undergraduate program: the U-~, the University of California at 'Berkeley, and the Wharton School at the University of

This is the time of year when many students interested in business wonder whether the BBA is the only door into the private sector. hired today, there is quite a variety. The position will go to the person who is best qualified and has experience. Internships give experience, not degrees. Who has a better chance of.getting hired de~nds on the position and level. However, there is generally not a salary difference between the BBAs and liberal arts majors." Whitaker agrees. "Equal opportunities exist for equally bright students. In a large corporation, the degree does not make much of a difference over a five or 10 year period." Students ultimately planning to apply to law school should be particularly careful about their choice of an undergraduate field of study. According to Allan Stillwagon, dean of admissions for the U-M Law School, "Law schools do not react to names of degrees. The name of a degree does not communicate what is going to happen to the student. However, BBA students need to notice that there are a large number of MBAs applying to professional schools. Also, the number of BBAs applying to law schoolS across the country is quite large. Students who want to attend law school and are applying to a BEA program ought to think about the careful choice of classes. They need to look at the courses recommendc(lby business schools for freshman and sophomore year, and look at the courses law schools like to see. Law schools like honors classes, lab classes, etc., and that is not what the BBA students generally take. It is true that law schools

Pennsylvania. According to Whitaker, the U-M undergraduate program is ranked number two nationally. Students considering applying to the business school need 55 credits, which must include micro- and macroeconomics, principles of accounting, calculus, and English composition-all with a grade of C or above. The grades in these courscs, combined with extracurricular activities, work experience, and the required essays, are the criteria which the admission committee uses to make its decision. The grade point averages of admitted students average around a 3.3-3.4, but the program has as many students below this level as it has above it. The choice ultimately lies with the student If you are one of the nine out of 10 students who are not accepted into the UM BBA program, do not be too discouraged. As crowded as the business world may seem, there is always room for someone qualified. Attaining the proper qualifications is not easy, but careful planning and detennination will always prove best in the long run.

Mathew Lund is ajunior in political science and a staff writer for the Review.

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The Michigan Review

February 1989 7

Cover Story

Essay: Liberal Arts Reexamined by Jeffrey Leiman Monday, Jan. 9, 1989, was syllabus day in Professor A.F.K. Organski' s Political Science 450 class-National and Political Development in International Politics. In addition to the usual first-day introductory remarks, students were treated to a piece of wisdom from this esteemed member of the University of Michigan faculty. Organ ski side-stepped the importance of his or any other political science course and encouraged his students to study more mathematics and English. Interestingly, his cries of "math, math, math" and "English, English, English" were met with laughter from most of his audience. Whether they were laughing at their own deficiencies in these two subjects or at a professor offering advice that seemed so removed from his discipline is hardly the point. What is important is that a respected faculty member at one of the top educational institutions in the world felt obligated to encourage highly intelligent students to seek more from their college experience than the mere acquisition of a degree. Twenty years ago, advice of this nature would not have been a necessity. Today, it is crucial. Undoubtedly, most students attending Organski's lecture disregarded his suggestions as impractical and outdated. It is clear that t<xlay's college student is much more career conscious than his predecessors. For this reason, pursuing a liberal arts education rich in the humanities seems highly impractical to a great majority of students. One of the main reasons for this is the changing structure of the job market. Two decades ago, far fewer people attended college than do today. Likewise, jobs for college graduates were more plentiful. According to "Humanities in America," a recent report by Lynne Cheney, chair of the National Endowment for the Humanities, the number of bachelor's degrees awarded in the past two decades has increased 88 percent. In this same period, degrees in liberal arts programs have decreased 33 percent. This 88 percent increase in bachelor's degrees over the last 20 years has led some individuals to question the worthiness of an undergraduate degree. Because college degrees are more common today, many believe that graduate work has become a necessity for those who hope to excel. Likewise, students have moved away from the liberal arts and toward highly specialized degree programs, such as business or engineering, in

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blamed for driving students away from the ~ Q liberal arts. Annual tuition increases of 10m g 15 percent are not uncommon in a colle~ giate world. Maybe if college administraII ~ tors would attempt to reduce annual tuition ~. increases to the rate of inflation, this exodus from the liberal arts could be reversed. However, things are not all that hopeless for the student who truly wishes to have a strong liberal arts background. Even in the most intensive degree programs at the UM, the average student has a great deal of freedom to explore the many challenges that the liberal arts provide. One of the most important and lasting imprints of a strong liberal artS background is the ability to write effectively. Liberal artS courses, especially those in the English Professor A.F.K Organski department, help students polish their writing style. The ability to communicate efthe hope that such degrees will allow them fectively with the written word is undoubtto better compete for the highest paying edly one of the most important things an individual can learn while attending college. positions. Additionally, a strong education in the In effect, this sharp decline in the worth liberal arts may be the only way in which a of an undergraduate degree has forced many students to use their college educastudent can learn the fine an of critical thinking. As the decade of the 1980s draws tion as vocational training. Sadly, the liberal arts degree has become increasingly a to a close, the United States finds itself in thing of the past. Yet, who can honestly dire need of individuals who can address blame today's student for structuring his and effectively solve the many problems that face our nation as it strives to remain a education around the most marketable dominant economic and political factor in degree programs? Regardless of what any English professor might say, there simply world politics. Liberal arts courses teach are not a great deal of well-paying job students problem-solving skills and emopportunities awaiting your average Engphasize the exploration of many viewlish major. If one is lucky, he may land points in the formation of decisions. Consequently, decisions are the result of a employment as a fact checker at a publishing house or some other low-paying, entry thorough and extensive thought process. Unfortunately, most students leave college level position. On the other hand, a student obtaining a degree in engineering has a far greater chance of receiving lucrative job offers. As a result, students are often discouraged from pursuing degrees which they may find interesting and rewarding in favor of those that will yield the most attractive employment after graduation. This desire for financial reward naturally steers the career-conscious student away from the liberal artS and toward vocational training. Additionally, the ever increasing cost of attending a university has forced many students to be highly selective about what courses they take. It has become more difficult for the average student to take a philosophy or English class "just for fun" in an age of five-figure tuition bills and decreased financial aid. In this respect, the

without this ability to think critically. Ultimately, this not only hinders their own competitiveness but also the nation's ability to compete. Ironically, a strong background in the liberal arts may be of more im portance now than ever before. Because so few students are gifted in this area, such a degree may actually provide a student with what is needed to separate his employment application from countless others. In the age of the highly specialized student, an in~ivid颅 ual who is well-rounded in the liberal arts may have a competitive edge over the rest of the applicant pool. Finally, how can anyone who avoids taking liberal arts courses in favor of what he may see as the more marketable courses truly call himself an e.ducated person? He may know engine-ering, business, biology. or psychology . But is he truly educated" The worlds of literature, philosophy, history, and countless other academic disciplines have been neglected by him . Maybe those studenL<; who chuckle.d at Organski's pleas of "math, math, math" and "English, English, English" need to expose themselves to other areas of know 1edge outside their chosen field of study. But those who do choose this path will be continually rewarded throughout their college careers and, more importantly, throughout their entire lives.

Jeffrey Leiman is a junior in political science and communication and a staff writer ror the Review.

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February 1989

The Michigan Review 8

Campus Affairs: Academics

The Tenure Debate by John Transue The tenure system at the University of Michigan, like tenure systems at universities across the country, has been a constant source of controversy and discussion. The recent uproar over the LSA Executive Committee's rejection of a black woman candidate for an open tenured faculty position serves to illustrate how important this issue has become to both faculty and students. Moreover, there is disagreement over many specific aspects of the system,

deed, once a faculty member has been granted tenure, it becomes very difficult 10 fire him due to an extremely lengthy removal process. Defenders of tenure argue that it protects faculty members from losing their jobs as a result of any unpopular opinions they might express, thereby creating a more open atmosphere in the classroom . Before granting a person this degree of job security, the U-M requires candidates

Defenders of tenure argue that it protects faculty members from losing their jobs as a result of any unpopular opinions they might express, thereby creating a more open atmosphere in the classroom. i'

including its effects on research, teaching, academic freedom, and job security, as well as over the need for reform. In LSA especially, the tenure system was designed to foster academic freedom by providing job security for faculty. In-

to go through an evaluation process which begins when the U-M hires someone as an assistant professor, a position a person can expect to hold for about six or seven years. At the end of this period, an assistant professor enters the tenure review system and

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The recent uproar over the LSA Executive Conlmittee's rejection of a black woman candidate for an open tenured faculty position serves to illustrate how important this issue has become to both faculty and students. is either granted tenure or asked to leave the university within one year. The tenure system evaluates the candidates based on the amount and quality of their teaching, research, and service. There are many complaints with the present'tenure system. According to Professor H.D. Cameron of the Great Books program, "The tenure system that was intended to retain faculty has actually become a system for getting rid of faculty."

In the 1950s, the period before tenure, rcview was about 12 y~s. duri,ng which candidatcs spent six yelrs as an 'instructor and six as an assistant professor. But now with more people vying for a limited number of positions, the U-M, according to Cameron, can afford to reduce the time candidates spend a.<; assistant professors. This has made the system more competi-

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Tenure Continued from previous page tive, resulting in a high turnover rate. Botany Professor Larry Nooden agrees that there is "definitely a glut of applicants for job openings," but adds that many ofthe applicants, even a majority in some cases, do not have the proper qualifications for the opening. Another common criticism is that the tenure system promotes an emphasis on research over teaching. According to a source that wishes to remain anonymous, "The most important criteria at the U-M is the same as at many other research institutions: research." The six years before the tenure decision are the years that hold the threat of "publish or perish." Another anonymous source adds that regardless of the candidate's teaching ability and/or service, if his scholarship is below the UM's standards, the chances for tenure are slim. But some professors do not think that emphasizing'" research leads to inferior teaching. According to Nooden, "Teaching and research can complement each other. Heavy involvement in one often accompanies heavy involvement in the other area." He also says that a teacher who is not involved in research can fall behind the rest of the field as it continues to evolve. However, other professors disagree. History Professor Maris Vinovskis says that it is "false to say that research informs teaching." Professor Rhoads Murphey, also from the Department of History, says maller of factly that "some researchers can't teach." Student opinion regarding the relationship between research and teaching tends to be mixed. Says LSA freshman Jon Becker, "The university should hire teachers, not researchers." LSA senior Danny Chai says, "Teachers who research are important to the reputation of the university, but teachers who teach are more important to the students." However, other students, such as LSA sophomore Paul Erhardt, do not believ& that researchers neglect teaching. "I certainly haven't experienced it," says Erhardt. "If they can do research and provide me with the time I require as a student, then by all means let them go at it." Some people are opposed to the tenure system itself. Murphey says that "the system actually does more harm than good." He believes that the arguments used to defend the system, such as freedom of expression, are not valid since "in the past, the system has not always protected faculty members from external pressures." Some professors, says Murphey, have felt pressure to resign for reasons other than incompetence. Murphey also says that tenured faculty

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members can take a "free ride" after they receive tenure since they have guaranteed lifetime employment. To change this, he suggests adding periodical review at some arbitrary interval, such as every five years. Vinovskis also believes that evaluation should continue after tenure has been granted through a system that protects the faculty but "encourages academic production. He likes the idea of long-term instead of lifetime security for faculty. He also favors a system which would include longterm contracts that would be reviewed at certain intervals, as well as incentives to encourage research and quality teaching. Nooden disagrees. He says that the people labeled as free riders are often only temporarily burnt out by the tenure process and generally become productive again later in their careers. Under a periodic review system, these people, Nooden fears, would be let go and would not have the opportunity to come back once they recover from burnout. Nooden also believes that "removal of

Professor Rhoads Murphey says that tenured faculty members can take a "free ride" after they receive tenure since they have guaranteed lifetime employment. To change this, he suggests adding periodical review at some arbitrary interval, such as every five years. tenure creates more problems than it solves." As an example, he points to Great Britain, where tenure was abolished for all faculty members except department chairmen. One of the problems Nooden expects Britain to face is an inability to keep pace with rapidly changing disciplines, since chairmen will naturally discourage needed change in order to maintain their personal power. "Tenure doesn't bar change," says Nooden, but the removal of it could lead to inflexible chairman-dominated depart-

ments, So where does the tenure system go from here? Even though there are many people in favor of reform, there is still substantial support for the existing system, This lack of consensus for change, along with the uncertainty about the results reform might bring, means that the present tenure sysrem will probably be with us for years to come, John Transue is a sophomore in LSA honors and a staff writer for the Review.

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February 1989

Arts: Books in Review

Storming the Ivory Tower Profscam: Professors and the Demise of Higher Education

Charles Sykes Hardcover, $18.95 Regnery Gateway, 1988 292 pp. by C. Brandon Crocker Cardinal John Henry Newman thought that colleges and universities should be institutions which passed knowledge from one generation to another. And this is how higher education functioned in the United States until the late 19th century when two things happened: the idea of the university as a knowledge generator spread from Germany, and schools quickly began to make a Ph.D. (and hence, intense specialization) a requirement for becoming a professor. The effects on American higher education from these profound, but in no- . cent-sounding changes, are the subject of

higher education, including poor teaching, huge lectures, and watered-down courses. All these ills are a result of the professoriate's ability to influence university policies in ways that promote the importance of academic research rather than teaching. According to Sykes, the professoriate is the dominant power in American universities and it has created a mentality in academia in which there is only one road to success: research. Faculty review of junior professors in the classroom is extremely rare. Research is the way to prestige, money, and tenure, and good teaching is worth nothing to the academic establishment. One professor at Brown University, for instance, recently ridiculed his colleagues who stress'teaching as "the homebodies, without ambition of an intellectual, let alone scholarly character" and as "the book-reading camp counselors." Three of

The research that causes all this sacrifice in teaching is in large part worthless.

Charles Sykes' Profs cam: Professors and the Demise of Higher Educalion. A journalist by training (he served as a reporter for the Milwaukee Journal and as editor of Milwaukee Magazine), Sykes demonstrates both his skill as aninvestigative reporter and as an essayist. His thesis-that the professoriate ·is responsible for inflicting terrible damage on our system of higher edUcation-is well documented and delineated in a clear, engaging, and often humorous style. The indictment Sykes levels against the professoriate, however, is anything but funny. Sykes lays at the feet of the professoriate the responsibility for a myriad of problems facing

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the last four recipients of Harvard University's Levenson Award for Outstanding Teaching have been denied tenure. Givep the academic culture, it is not swprising that good teaching is hard to fmd. Instead, many professors merely regurgitate the textbook. use old lecture notes, bore students by dwelling on their particular specialty, tum classes into "rap sessions," or just ramble. As soon as they are able, they teach only classes in their own special interest. And this is why coherent core curriculums are now so hard to find.,More and more, universitycurriculums are shaped not around students, but

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Sykes lays at the feet of the profe~soriate the responsibility for a myriad of problems facing higher education, including poor teaching, huge lectures, and watered-down courses. around the particular interests of the proSykes writes of se,.veml other stellar exfessors. amples of inane rerearch, Complete with Sykes has also uncovered a scam contranslations of "profspeak"-the convocerning who is actually teaching underluted language professors often use to disgraduates. Many professors spend less guise the fact they have nothing to say or to than nine hours a week in the classroom make trivial findings sound iMportant. during the eight or nine month academic Sykes found professors candid about the year, ostensibly to give them time for their .' fact that most research is not intended to be all-important research. The results are read-just published. Only a tiny percent· huge class sizes, computerized testing (no age of all published research makes even es..<;ays), and graduate student teaching marginal contributions to the understanding of its field. ' assistants-not the faculty-doing much of the teaching. In some departments at the The chapter devoted to the academic University of California at Berkeley, more publishing industry is a deva~tating exthan half of the lower division courses are pose. Journal editors often do not recognize resubmissions of articles they printed taught by TAs. only months before. Recent fmud cases The research that causes all this sacrifice in teaching, moreover, is in large part ' have shown that listed "co-authors" often worthless. As Sykes writes, may never even read the articles they supposedly co-author. And the people who Indeed, all parenlS forced 10 lake OUi a produce critical studies of such activities second mortgage 011 their homes to pay have been ostracized and have had probfor college tuition can take heart, lems gelting published ever since-as knowing lhat their efforts have made it those who decide who gets published are possible for America lO maintain its members of the professorial establishment edge by supporting one professor's which these studies have embarrassed. research into the "EvolUlion of the Sykes realizes that reform of the acaPotholder: From Technology lO Popudemic system will not be easy, but he is lar Art," complete with a chart tracing hopeful. He points to the many interested the "Distribution ofPot holder and /Jot parties who can and should become inMat Design Motifs fry Decade," (involved, from studen.", parents, state legiscluding the frequency of "fruits and latures (in th; case of stale universities), nUls." "animals, birds. insects,fish," and those many professors who do care and mottoes). about teaching and coherent curriculums. Until the power wielded by the professoriate is reduced, howeve,r, the horror slories of abominable leaching, distorted curriculum, and wortJlless research will grow even larger. Profscam is a stunning and disturbing piece of work. One can only hope thm it will be an influential one as well. C. Brandon Crocker received his MBA from the U·M in 1987 and is now assistant vice president of a real estate devel· opmeJtt and management company in San Diego, Calif.

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The Michigan Review

February 1989 11

My Fellow Graduates • • • by Peter Mooney The other night I had a dream. My dream began with last year's commencement speech-the one that went on so long the crowd protested by loudly clapping speaker Marshall Shulman off the stage. I dreamt that because of what happened to Shulman, no one would accept the Uni versity of Michigan's invitation to speak before its graduates. It was graduation day morning and still no speaker. All of a sudden a phone call woke me from the effects of the previous night's revelries. The caller was James Duderstadt, the president of the U-M. "Listen, Pete," he said. "We're in deep doo-doo. No one will speak at today's graduation ceremony. Even Vice-President Dan Quayle turned us down. If I don't

which translates into becoming less fun. Freshman year is usually a time to enjoy the freedom of being away from home for the first time. Academic pressures exist, but during this year, at least, frat parties and locating a fake ID for Fort Lauderdale seem more pressing concerns. This is not as true of sophomore year. People start asking what your major is. Answering "undecided" does not exactly put you on the cutting edge of academic scholarship. One also has to consider the sad reality that certain careers, majors, and graduate schools have requirements which have to be met this year. Life in general is fast becoming a little less carefree. By junior year, it's time to face up to the fact that your academic career no longer

Realizing there was nowhere to run, I decided to wing it. find someone to speak today, the alumni and regents will have my scalp. So I thought about it and decided you'd be perfect-someone the kids can relate to. Accessibility- it goes with diversity and all the other buzzwords. How 'bout it Pete?" At first I thought there was no way I could give a commencement speech. I mean, I still have food stains on all of my ties. Yet, something, perhaps school spirit, made me give in. Quickly, I began preparing. I bought tortoise shell glasses and a second-hand pipe. I picked up some gray hair dye (sort of a reverse Grecian Formula) to give myself that distinguished look. Boy, was I ready. Still, I knew I was forgetting something. Then, the moment Duderstadt introduced me, I realized what it was. I'd forgotten to write a speech. Realizing there was no where to run, I decided to wing it: "Fellow graduates, faculty, honored guests, it is with great pride that I appear before you today. Today is graduation day. A day of sad farewells and new beginnings. Some would call today the most important day of your lives thus far. Like characters on a canceled television show, you're about to venture off into new and different directions. Still, your bonds with your friends were forged by a unique experience. Four years of higher education were a time of adventure. One's college career follows a pattern of matunlti'on.and peFSOfial deve10pment"

holds limitless possibilities. Since you're not quite sure where the Michigan Student Assembly meets, your chances of become class president are pretty slim. And unless you're an astrophysics major, your childhood dream of becoming an astronaut is also, at best, a long shot. In general, that awful "ism," pragmatism, raises its ugly head. It's time to consider the future not just in terms of "want to do's," but "can do's." Senior year races by too fast. Whether you're looking for ajob or applying to law school, there never seems to be enough time. Everyone seems more intense and driven than you, which only increases your anxiety. It seems more and more likely that everyone else is on the road to success while you'll be lucky to score a job at Burger King. Senior year is pure stress. But now, you've even crossed that hurdle. You've completed senior year and are set to graduate. Relatives have already been asking you, "How does it feel to be entering the Real World?" Apparently, they think you've spent the last four years in Never-Never Land. Though the question may be somewhat off-putting, you know what they mean. Unlike the "real world," college is a time for big dreams and idealism. Life, on the other hand, is 9-to-5, taxes, kids, and leaky faucets. From now on, whatever you do, it will carry with it a certain grim practicality that undergraduate life did not have. Even if you put off the rat race and decide to pursue .• furtheF studies in grath4att or professional

school, academia becomes more career preparation than an opportunity to sample diverse bodies of knowledge. It might be tempting at this point to become consumed with fear over the future. To feel that you're about to take the biggest test of your life, one which, if you fail, leads to permanent academic probation. There is no reason, however, to believe an initial failure means life holds no promise of great things to come. Remember, it's not over until you quit. Many prominent people started late. For example, the Washington Post fired Bob Woodward the first time he worked for them. And 20th century poet Wallace Stevens did much of his best work later in life, while serving as a corporate attorney for an insurance company. The point being that life is just beginning. Twenty-two years old is too young to put on blinders for the long plod to Social Security and the retirement village in Arizona. But what happens to you, or me, for that matter, depends more on who we are than what is said in a speech barely heard over the din of popping champagne corks, Some of the most significant influences in four years at an institution of higher edu<:ation come from outside the classroom. New friends from backgrounds more diverse than the people you knew in high school playa part. As does the freedom to :experiment, which comes from being away from home. Another benefit of going to such a large school is the omnipresent exchange of ideas. Whether it's on the diag, in Consider, the Michigan Daily, the Michigan

Review, or just in your dorm room, issues such as racism, sexism, the "code," the environment, and Central America are constantly before us. Even if your views and values remain unaltered by the political debates permeating the campus, you at least must have be· come better at defending them. And, perhaps, a little more respectful of the other side's arguments and their right to express them. ; Gee, it has to have been at least five minutes now, and after what happened last year, I think it's time I wrapped it up. Unfortunately, I know no uplifting, inspiring conclusions which would leave you impressed and get me into Bartleu' s. I know one thing I won't do is tell you you're "the leaders of tomorrow." I've always found it bizarre that almost every graduation speaker in the country uses that' phrase. I mean, overall, how many college graduates are there each year? A million? What vast organizations or social movements are all these people possibly going to lead, their kids' Cub Scout troop? We've all accumulated a lifetime's supply of cliches in four years here anyway. Since I know of no snappy phrase that brings all my thoughts and feelings on this subject together, let me just do what comes naturally - wish all of you bright and fulfilling futures." Is that applause I hear? No,just my alarm clock. Peter Mooney, a senior in history, was the opinon page editor or the Michigan Daily in 1987. He currently works asa stringer ror the Ann Aroor News.

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