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• Language: unknown
• Published: 1966
• Subjects: Monson; Macalester; Danforth; Tundra
• Online Access: http://cdm16921.contentdm.oclc.org/cdm/ref/collection/p16921coll4/id/7250

Page 8 THE CONCORDIAN December 9, 1966 Taking Stock . It's been a long semester. In a week and a half it's over. For some it means relief, for others sorrow. But above all it means a chance to stop, look around, and take stock of what's been happen-ing and what's going to happen next semester. This has been a semester of change for "The Concordiaiu" Moving into twice-weekly publication we have, at times, experienced the pains of growth. We have tried io give our best, but sometimes it hasn't been good enough. There are some things that we can't do much about, however. We know that you have been reading the paper, and we hope you will continue. Conversations with students in general indicate this. But somehow something this year seems to have been missing. When I sat down at this old typewriter at the beginning of the year I was full of hopes and dreams. Students last year had demonstrated an interest and a willingness io make the paper their platform; I wanted this to continue and grow. The paper should be the students' voice, the opportunity for the students to express their opinions, to debate their issues and to confront their ideas. College is the best time to do this, and we have the opportunity here at Concordia. Ideas can be expressed without fear of economic or social retribution. We function in sort of an academic vacuum. We have the freedom to float from idea to idea; to explore new worlds; to examine all sides of political issues. The freedom isn't being taken advantage of. Instead of being outgoing ideologically, students in general seem to be holding back. They seem to be a little afraid to challenge themselves, to explore the world around us and to get out and move. At times I am too. As students we can't be this way, we have to be constantly willing and ready io accept change. We must rebel against the old, and bring in the new. Not for the sake of rebellion by itself, but for the sake of meeting the challenge of day io day changes. This is what I started to say in the editorial last week. This is what I mean by taking stock. When we come back after the Christmas break, we should look for the possibility of challenging our ideas: the chance to rebel against our own fears of confronting our ideas with the new. If this happens, we can exercise our freedom while we have the opportunity. The Concordian can resume its position as a students' platform; not necessarily like last year's onslaught against the college, but as a brainstorming session for the 2100 students that read it. JN Curriculum Suggestions Outside of students and faculty there is nothing so important to an academic institution as its curriculum. It is commendable therefore that the faculty has begun a broad and searching study of the present curriculum of the college and what and where re-vision, substitutions and additions should be made. As emphasized in the accompanying article, the committee is open for suggestions from anyone who wishes to offer them. Make use of this opportunity. In the meantime, here are some that hope-fully may be considered. How about a student representative on the Curriculum Committee to add perspective from the student's point of view? There are advantages and disadvantages to this idea and the success or failure of this endeavor depends upon the appointed student representative involved. However, since it is the stu-dents that are most directly affected, this would serve as an added dimension io the discussion now going on. As an alternative, however, or as a supplement, perhaps a com-mittee could be set up under student government to study the present and long-range curriculum plan in a manner similar to the faculty's and present a formal report to the faculty committee representing the student's view. Such committee, however, if formed should be prepared to spend much time in extensive dis-cussion before presenting the report. The trend seems away from the semester system. Should Con-cordia change, say, to a quarter system, especially if the "Common Market" system—whereby students can take courses at Moorhead State or NDSU not offered on campus—is to work? What about an interim period before the beginning of the spring semester? This would be designed for individual research or concentrated seminar study into some area, as recently adopted by some of our sister schools—including Luther, St. Olaf, Gustavus and Macalester. Such ideas seem quite remote from curriculum; yet the structure of the academic operation affects the quality and success of the courses that are taught. One is hesitant about offering specific course suggestions, since any course must fit in with the overall plans for revision. However there are two areas that should be explored. The first would be a strengthening of ecumenical discussion and understanding through an exchange of classes between us and the North Dakota School of Religion at NDSU. This would af-ford Concordia students an opportunity to study in depth other faiths, especially Roman Catholicism, and obtain a different perspective upon our own faith. The other area would be a strengthening of the recently-estab-lished international relations program. We need a greater emphasis on looking beyond our own beliefs and the areas surrounding us; the above suggestions offer opportunity in that direction. BTR Refractions On the StlOW — The Common's Christmas trees glisten across Concordia's whitened tundra, reflecting the joy of the holidays and the upcoming final tesi week. Danforth Report Stimulates Study Second of two articles. It has been many years since any sort of overall study of the college goals and programs has been undertaken that has been as far reaching as the one that is now in progress. In the last study—about eight or ten years ago—degree requirements were revised and raised. As ihe first article noted, the Danforth Foundation Re-port, however, gave impetus for administration and faculty alike to give a complete and unhurried examination of where the college is and where it should be going. The Joint Administration-Fac-ulty Planning Committee will spend much time in examining the physical planning of the col-lege. This winter, the college en-rollment policy will be studied. The group is recommending that the growth of the college not be strictly limited to any fixed maximum, after consider-ing that refusal to grow would have worse consequences. "We then have to worry about effects of this decision and decide if the problems associated with this decision can be attacked or solved," said Dean Carl Bailey. Through its steering com-mittee and several other re-lated committees, the Faculty Senate as well as the rest of ihe members of ihe faculty, have been involved in a three-phase study. Last year they spent the bulk of their time reviewing the pres-ent state of the college in all its academic, economic and social aspects. This year the goals of the college and the curriculum are being discussed. And next year the physical facilities will be examined. In charge of the look at the curriculum is the Faculty Cur-riculum Committee, headed by Mr. Allwin Monson of the speech department. Other members of the committee include Dr. Lloyd Williams, education; Dr. Dale Homann, chemistry; Mr. Roy Stahl, music; Dr. Carlton Paul- Bert Rude son, biology; and Dr. Chester Sautter, physics. Mr. Monson emphasizes two things—that it is a continuing study, taking as much lime as need be, and thai it will be a complete, thorough study of the entire academic structure of the college, with an eye towards fundamental revision rather than mere addition or substitution of courses. "We're not just going to fiddle around. We're interested in throwing this thing wide open," he said. The committee—and the whole faculty—are currently trying to establish the fundamental criter-ia for what should be taught and emphasized and then seeing if the present curriculum measures up. As emphasized by Monson, certain questions are being ask-ed by the faculty: "What should we teach? What are the best ways of implementing what we hope to present in the sense of what courses should be requir-ed? Should we have a minor and what constitutes a major or a minor?" To arrive at some answers —and recommendations—i h e committee is working in three ways. First, through very in-formal, brainsiorming sessions. Secondly, a systematic gather-ing of information from de-partments as to what prob-lems need consideration. And finally, delegating specific areas for study to subcommit-tees. Up for study by the subcom-mittees are t h r e e important questions: What is the effect of regulations imposed by outside groups— e.g. the state board of education—upon t h e college's curriculum? What courses should be required of all students? And finally, they are conducting a look at what are the means other than the curriculum which are useful for realization of the college's academic goals? Eventually, when ihe com-mittee has completed its study, a report will be presented to the Faculty Senate, which has the final authority over all academic matters, for their consideration and possible ad-option. What c o u l d result would be a broad reorganiza-tion of ihe curriculum, affect-ing what is required, what is offered and ihe way in which it is presented. In the meantime, however, faculty meetings will continue to be held where faculty mem-bers can present their ideas. Stu-dents, also, are urged to submit any ideas or information on cur-riculum to Mr. Monson. THE CONCORDIAN Published twice weekly during the school year except during vacation holiday and examination periods by the students of Concordia College, Moorhead. Second class postage paid at Moorhead, Minnesota 56560 Printed by Kaye's Inc. Fargo, North Dakota, U.S.A.