La Salle University La Salle University

La Salle University Digital Commons La Salle University Digital Commons

Faculty Bulletins University Publications

4-14-1976

Faculty Bulletin: April 14, 1976 Faculty Bulletin: April 14, 1976

La Salle University

Follow this and additional works at: https://digitalcommons.lasalle.edu/faculty_bulletins

Recommended Citation Recommended Citation La Salle University, "Faculty Bulletin: April 14, 1976" (1976). Faculty Bulletins. 38. https://digitalcommons.lasalle.edu/faculty_bulletins/38

This Book is brought to you for free and open access by the University Publications at La Salle University Digital Commons. It has been accepted for inclusion in Faculty Bulletins by an authorized administrator of La Salle University Digital Commons. For more information, please contact duinkerken@lasalle.edu.

CALENDAR OF EVENTS

Men’s Baseball: vs. West Chester; Men's Golf: vs. Phila. College ofTextiles & Sciences; Men's Tennis: at Temple------------------ April 14

Easter holiday begins------------- ,— .----- ----f--- ---— ---------- — April 16-19Men's Golf: vs. Lehigh Univ. & West Chester------------------------ April l6

Men's Baseball: at Temple: Men's Tennis: vs. Rider; Men's Crew: atMarist College----------- -------------------------------------April 17

Men's Baseball: vs. Trenton; Men's Tennis: vs. Albright------------ April 19Classes resume at 8:30 A.M.; Men's Baseball: vs. Niagara; Women's

Softball: at Univ. of Pennsylvania---------------------------- April 20

SPA Wednesday Film: Day for Night, T, 12:30 & 6 P.M.; Fine Arts Dept: Art & Music Recital-Collegium Musicum of La Salle(choral works - Baroque to 20th Century), Music Room, 7:30 P.M.;Men's Baseball: vs. Univ. of Pennsylvania; Men's Golf: vs.Univ. of Pennsylvania & Lehigh Univ.; Men's Tennis: at Ursinus-April 21

Diversion Series: The La Salle Band, T, 12:30 P.M.; R0TC Awards Ceremony; End of spring semester classes: Evening Division at 10:15 P.M.------------------------------------------------- April 22

Day & Eve. Seniors: Cap & Gown Distribution, CR, 1-9 P.M.; End of spring semester classes: Day Division; Textbook requisitions due in Bookstore; Men's Tennis: vs. Widener— --- *— — ----- --April 23

Men's Track: Penn Relays--------------------------- ---------------- April 23-2U

Men' Baseball: vs. American; Men's Tennis: vs. American; Men'sCrew: Kerr Cup Regatta---------------------------------------- April 2k

Evening Division: Semester examinations---------------------------- April 2U-29Men’s Baseball: at Villanova--------------------------------------- April 25

Men’s Tennis: at Villanova; Day School: Semester examinations------ April 26-30Women's Softball: at Penn State (Ogontz)--------------------------- April 27

Men's Tennis: vs. Philadelphia Textile----------------------------- April 28

Men's Baseball: vs. Glassboro State; Men's Golf: vs. St. Joseph'sand Swarthmore College---------------------------------------- April 30

Men's Baseball: at Widener; Men's Crew: Bergen Cup Regatta; Men'sTrack: at Temple Univ.---------------------------------------- May 1

Senior grades due at 9:30 A.M.--------------------------------------May 4

Men's Crew: Dad Vail Regatta; Men’s Track: E.C.C.(at Lehigh)------- May 7-8

Commencement; Underclass grades due at 9:30 A.M.------------------- May 11Men's Track: I.C.U.s(Franklin Field)------------------------------ May 21-22

MESSAGES OF INTEREST

COUNSELING CENTER:

FRESHMEN SURVEY AVAILABLEThe La Salle College Freshmen Survey is currently available at the center.

The report summarizes the attitudes and expectations of the Class of 1979 and also makes comparisons with seven previous classes.ROTC:

COMMISSIONS AND AWARDSThe La Salle College RDTC will hold its Awards Ceremony at 2:45 P.M. on

Thursday, April 22 and its annual Commissioning Ceremony at 12:30 P.M. on Sunday, May 2. Both events will take place in the College Union Ballroom.

GENERAL:

ANNUAL FACULTY PICNIC - EATS, GAMES, PRIZES, BEER AND CHEER

The annual faculty picnic will be held Tuesday, May 4 with most activities taking place here on the campus. A golf outing will take place at 9:00 A.M. at the Centre Square Golf Course. Other events including lunch (12:00 P.M.), volleyball, swimming, and dinner (6:00 P.M.) will be held at Hayman Hall.

Prizes in all events.

Any questions regarding time, events, and amount of prize money should be directed to:

Jack T. Connorss(Sociology) or Brother Richard Hawley (Biology)

CONBOY,

FLUBACHER,

HARBISON,

HENNESSY,

LANG,

LASHCHYK,

McCANN,

John J., Director, Athletics, has been named to the NCAA Division 1 Basketball Committee, replacing Temple’s Ernie Casale.Dr. Joseph F., professor, economics, presented his paper, "Some Aspects of the Relationship between Ethics and Economics," to the faculty and students of Villanova University on March 23.John L., instructor, history, has been elected president of the Social Studies Supervision Association (an affiliate of the National Council for Social Studies) at its annual conference in Atlanta, Georgia on November 25. He served as chairman on an interest session on "Affirm­ative Action Is A Promise for Everyone" at the annual conference of the New Jersey Association of Supervision and Curriculum Development at the Hyatt House, Cherry Hill, on February 7. Mr. Harbison also participated in the following:

1) spoke on "In Search of Heroes" at the Roman Catholic High School Alumni Association Communion Breakfast at the Sheraton Hotel, Philadelphia, on November 16.

2) spoke on "Women Studies in the High School Curriculum1' at the New Jersey Secondary School Teachers Association Annual Spring Conference at St. Pius X High School, Piscataway, N.J. on March 10.

3) participated in a panel on "Education: The Minimum Daily Requirement" at a "Town Meeting" sponsored by New Jersey State Senator Arlene S. Almond at the Ramada Inn, Cherry Hill, Decem­ber 3.

Dr. Arthur L., associate professor, history, delivered his paper, "Amer­ican Catholic Reaction to the Italo-Ethiopian War," at the Spring Meet­ing of the American Catholic Historical Association at the University of Dayton on March 26. He attended a symposium on the Issues of the Third United Nations Conference on the Law of the Sea, sponsored by the World Affairs Council and the Woodrow Wilson International Center for Scholars at the Cosmopolitan Club of Philadelphia on April 1. Dr. Hennessy com­mented on two papers on Imperialism and Cultural Conflict at the Middle Atlantic History Association of Catholic Colleges at St. Joseph's College on April 3.

James T., lecturer, fine arts, received the "Mrs. John Wintersteen" prize in printmaking, for a deeply embossed color-woodcut, at the annual art exhibit of the Allen's Lane Art Center in March 1976. He recently exhib­ited a series of his color-collagraphs at the Norristown art league's annual exhibit, and was also selected as part of a group to exhibit six of his color prints at the Spring Art Festival of the Cherry Hill Jewish Community Center.Dr. Eugene, associate professor, philosophy, read his paper on Ration­ality and Scientific Change at Bryn Mawr College on November 1. He attended the American Philosophical Association Meeting in New York, December 28-30, and the AAAS meeting in Boston, February 19-22.

Dr. John J., associate professor, French, has had his book The Theatre of Arthur Adamov published by the University of North Carolina Press in Chapel Hill. This is the first full length American study of Adamov's theatre. Adamov was part of the famous triumivate Beckett-Ionesco-Adamov that developed the Theatre of the Absurd in France during the 1950's and I960's.

PUBLISHED, MET, SPOKE, ETC.

PUBLISHED. MET. SPOKE. ETC. (Con’t)

O'DONNELL, Joseph F., Assistant Director, Athletics, spoke on the problems of sch-

PHILLIPS,

eduling a sports facility for an entire campus at a meeting of the Nat­ional Association of Collegiate Directors of Athletics in Philadelphia on March 29.

Joseph,instructor, English, delivered a paper on music in James Joyce's fiction at the Northeast M.L.A. Conference in Burlington, Vt.

RUDNYTZKY, Dr. Leo D., professor, German and Slavic languages, has accepted an offerto teach Ukrainian Literature at Harvard during the Summer Semester, 1976. He delivered a lecture on the Ukrainian poet-novelist Ivan Franko and his use of German literary theories, at the Harvard Ukrainian Re­search Institute, on February 19.

SCHREINER, Dr. Frank J., Director, Counseling Center, co-conducted with Shelley

SEYDOW,

Weber an Assertive Training Workshop to the resident staff at Lincoln University on March 25.

Dr. John J., associate professor, English, has presented his paper, "Ironic Wastelands in Faulkner's The Sound and the Fury and 'The Bear,' * at the NEMLA convention in Burlington, Vermont on April 8. His article, "America: Dream or Nightmare?," will appear in the spring, issue of La Salle Magazine.

SMALL, Dr. Duane W., assistant professor, psychology, has had his article "The abstraction of arbitrary categories" published in the November, 1975 issue of Memory and Cognition.

THORTON, Dr. Ralph R., associate professor, English, has had his edition of Thomas Southerne's play (1692) The Wives Excuse adopted for use at Princeton University and the University of Pennsylvania. He is currently editing Southerne's A Maids Last Prayer: Or Any, Rather Than Fail.

The following articles were submitted by Brother Emery Mollenhauer, F.S.C., Ph.D., Vice President for Academic Affairs;

NEEDED; A CURE FOR PROVINCIALISM

By S. Frederick Starr(This article appeared in the March 8, 1976 issue of The Chronicle. Mr. Starr

is secretary of the Kennan Institute at the Woodrow Wilson International Center for Scholars in Washington and associate professor of history at Princeton University.)

Is provincialism on the rise in the American University? Recent evidence suggests that it may be. The number'of undergraduates studying foreign languages has declined by 15 per cent in the past five years, with the major languages of international communication showing the sharpest drops. Study of foreign languages today claims barely half the percentage of total undergraduate course enrollments that it did in the raid-1960's. Monolingualisra, always strong, is spreading.

Nor is the study of foreign cultures booming. The number of foreign-area- studies programs has plummeted. In the process, many faculty positions formerly held by persons with a deep familiarity with a specific foreign society have been turned over to generalists. The American Council on Education estimates that about one in 20 undergraduates enrolls in courses that consider foreign peoples and cultures in any way. This is roughly equivalent to 2.5 per cent of the 18-to-21- year olds in the population as a whole.

Such developments have been followed closely by specialists at a number of institutions, among them the Modern Language Association and the World Studies Data Bank. All corroborate the same gloomy conclusion-that American higher education is increasingly inclined to ignore languages, cultures, and political systems of most of the other 95 per cent of the earth's people.

It cannot be denied that the serious study of such crucial areas as China, the Soviet Union, and Africa is going forward on more campuses now than a generation ago. Foreign-area studies are thus quite decentralized today, a far healthier situation for our education as a whole than that which existed in the past. More­over, a number of state systems-notably those in California, Wisconsin, and New York-maintain programs on an impressive scale. If one includes student fees, the total investment in international studies has advanced steadily to the present.And if the numbers studying the major international languages is diminishing, an upsurge of interest in Arabic, Persian, and Tagalog is also taking place. Such factors must be weighed against the evidence of decline.

The true picture, however, may actually be worse than the indexes suggest.After all, to say that several million undergraduates are studying foreign languages is to say very little indeed, since the majority of students never get beyond the first-year level. A measurement of language competence at the time of graduation would be far more significant-and more depressing. Only a miniscule number of American college graduates can read, write, and speak effectively in any language other than English, and all available evidence suggests that the number is dropping.

For all the progress made in recent decades, the greatest strengths are still concentrated in the study of just a few major world areas. Others, scarcely less important, remain grossly neglected. Thus, while nearly 300 million people speak Hindu, fewer than 300 Americans are studying the language. There are another half­billion people on earth whose languages together claim the interest of fewer than 500 American students.

Needed: A Cure for Provincialism (Con't)

All this, added to the severely reduced number of American students and faculty members studying abroad and a corresponding drop in the number of foreign scholars on American campuses, reinforces the conclusion that the current generation may be even less adequately prepared to function in an interdependent world than its predecessors. If not corrected, the situation will be perpetuated by an entire generation of teachers. A survey in 1973 indicated that only 5 per cent of those studying in teacher-education programs received any foreign-area training, while only 53 per cent of those receiving Ph.D.'s today are expected to demonstrate even a reading knowledge of a foreign language.

Are we observing the delayed impact of the post-Vietnam isolationism? The debacle in Southeast Asia may have hastened the decline of academic interest in the rest of the world, but it did not initiate it. Indeed, many of the tendencies that strike us so forcefully today were already present before the Tet offensive. Thus, the 58-per-cent increase in the study of modern foreign languages at colleges and universities between 1960 and 1970 coincided with a much larger increase in the student body. The percentage of undergraduates choosing to study foreign languages peaked as early as 1963 and has been declining steadily ever since. Clearly, then, the causes of the decline in the study of foreign peoples lie deeper than yester­day's headlines.

Many factors contribute to the universities' neglect of international education, not least of them the behaviorist revolution in the social sciences. But if provincialism is being perpetuated on the American campus, it was surely not created there. Few American newspapers print more than three columns of foreign news during an entire week, and even fewer maintain foreign-affairs specialists on their staffs. A 1973 UNESCO study found that less that 2 per cent of the programming on commercial television touched on foreign themes. The cultural isolationism that our physical seperation from other nations once fostered has been perpetuated in a world of instant communication and interdependence.

Students understand without being told that an educated person in this country is not expected to be closely acquainted with any culture but his own. With the help of student pressure, the requirement that a reasonable level of competence in a foreign language be gained before graduation was eliminated between 1966 and 1974 at one out of five American colleges and universities surveyed by the Modern Language Association.

Moreover, some 90 per cent of our colleges and universities today have no foreign-language requirements for admission, even for applicants who have studied at high schools that offer excellent programs of instruction. The impact on high- school programs has been predictably distastrous.

The cost to us of our neglect of foreign-language and area studies is immense. Such fields as government, business, law, and journalism are denied the steady flow they deserve of new recruits with broad, yet specific, foreign-area training. Now that we are regularly negotiating with many of the 141 governments in the United Nations over matters of vital concern to our domestic well-being, self-interest requires that we be better informed than ever in the past. As President Ford put it in a speech at Notre Dame University last year, "This nation can no longer afford to be isolationist."

Needed: a Cure for Provincialism (Con't)

By far the largest part of the estimated half-billion dollars a year needed to sustain foreign-area programs in the United States is borne by state educational systems, private endowments, and student fees. The federal, contribution, which never surpassed 15 per cent of the total, is nonetheless crucial and has declined steadily. But no member of the present Administration has put forward a seriously conceived program for implementing the President's thesis in the field of education. Given this, it may be useful to bring together some of the more promising proposals that have been circulating widely in other quarters. Surprisingly, they do not all require vast outlays of funds.

As a first step, it may be necessary to reintroduce some form of requirements to reverse the quantitative decline in the study of key foreign languages and to give the cue to secondary and primary schools to reasses their programs in the area. Requirements are no panacea, however, and, without other changes, they could do as much harm as good. Drastic revisions in the methods of instruction will in all likelihood be necessary if the qualitative picture is to be significantly affected.

It is probably impossible, for example, to bring large numbers of students to a high level of competence in foreign languages when their studies are constantly interrupted by the simultaneous demands of three or four other courses. It would be far better to compress the process into a single, focused semester or year. Consortia of universities might decide to pool resources to create a series of superintensive off-campus centers to which students could retire for short periods with the reasonable expectation of coming to grips with a foreign tougue.

Once acquired, a foreign language should be applied immediately. Under the present system, this is rarely possible, since only the most senior students have acquired sufficient mastery of a language to use it regularly in their work. Hence, at even our greatest universities, most study of foreign peoples and international issues is carried out entirely through English-language sources, the main exception being courses on foreign literatures. Were professors and deans to encourage and assist students to use their language skills throughout their program of study— whatever the field of concentration— the languages would be reinforced and the education as a whole deepened.

How much foreign-language and area education is enough? Clearly, if one is confronted in one's work with a problem that has an important international dimension, it is important to be able to recognize that dimension and to possess the full range of skills needed to explore it further. Beyond that, it is important that there exist somewhere in the United States a self-sustaining group of experts on the languages and cultures of practically every society on earth. Though central to the concept of the original National Defense Education Act, this principle has never adequately been implemented. Nor can it be without a greater degree of federal coordination and support than has heretofore existed.

All discussions of the present and future pool of people with foreign-language training are rendered so imprecise as to be virtually useless by the absence of accurate and widely accepted standards for measuring competence in foreign lan­guage. Until such measures are developed and applied nationally, we will have no choice but to continue to depend on the nonqualitative measures of enrollment that are now used. As things stand, what passes for near-fluency at one school may not pass muster as kitchen chatter at another. Indeed, the measures by which foreign- language shills are evaluated are far less standardized than are those by which karate aficianados rank their peers.

Needed: a Cure for Provincialism (Con't)

These are a few of the more obvious demands of the moment. The sine qua non for addressing successfully the issue of provincialism and monolingualism as a whole, however, is not any one legislative or administrative act, but for cur expectations in the area to be significantly raised. A whole series of double standards with which we have long rationalized away our failures will have to be abandoned in the process.

It must be freely admitted that such a change in expectations does not correspond to the immediate aspirations of most students. Numerous national commissions, study groups, and individual experts in diverse fields have argued that it corresponds to the long-range interests of students, however, and certainly to the broader needs of American society as a whole, of which university students are a privileged part.

COPYRIGHT LAWS

(This article was excerpted from the American Council on Education's "Higher Education and National Affairs," March 26, 1976.)

Three Groups Agree On Classroom Copying Of Books, Periodicals.

Groups representing education, authors and publishers reported agreement this week on suggested guidelines for copying books and periodicals for classroom use in nonprofit educational institutions. The agreement was sent to Rep. Robert W. Kastenmeier (D-Wis.) whose House Judiciary subcommittee is considering copyright legislation.

The agreement was signed by Irwin Karp, counsel of the Authors League of America; Alexander C. Hoffman, chairman of the copyright committee of the Assoc­iation of American Publishers; and Sheldon Elliot Steinbach, staff counsel of the American Council on Education who is chairman of the Ad Hoc Committee on Copyright Law Revision.

The three pointed out that the agreement refers only to copying from books and periodicals, and is not intended to apply to musical or audiovisual works. "The ad hoc committee is presently engaged in trying to modify the restrictive provision relating to library photocopying (section 108) which has already passed the Senate, Steinbach said. "Hopefully, we can convene a new series of meetings between libraries and publishers in the near future to work toward an amicable resolution of this issue."

Following is the text of the agreement:

Agreement on Guidelines for Classroom Copying in Not-For-Profit Educational Institutions With Respect To Books and Periodicals

The purpose of the following guidelines is to state the minimum and not the maximum standards of educational fair use under Section 107 of HR 2223. The parties agree that the condition determining the extent of permissible copying for educational purposes may change in the future; that certain types of copying per­mitted under these guidelines may not be permissible in the future; and conversely that in the future other types of copying not permitted under these guidelines may be permissible under revised guidelines.

Moreover, the following statement of guidelines is not intended to limit the types of copying permitted under the standards of fair use under judicial decision and which are stated in Section 107 of the Copyright Revision Bill. There may be instances in which copying which does not fall within the guidelines stated below may nonetheless be permitted under the criteria of fair use.

GUIDELINESI. SINGLE COPYING FOR TEACHERS: A single copy may be made of any of the

following by or for a teacher at his or her individual request for his or her scholarly research or use in teaching or preparation to teach a class: A. A chap­ter from a book; B. An article from a periodical or newspaper; C. A short story, short essay or short poem, whether or not from a collective work; D. A chart, graph diagram, drawing, cartoon or picture from a book, periodical, or newspaper;

COPYRIGHT LAWS (Con't)

II. MULTIPLE COPIES FOR CLASSROOM USE: Multiple copies (not to exceed in any event more than one copy per pupil in a course) may be made by or for the teacher giving the course for classroom use or discussion; provided that: A. The copying meets the tests of brevity and spontaneity as defined below; and. B. Meets the cumulative effect test as defined below; and, C. Each copy Includes a notice of copyright.

DEFINITIONS: Brevity; i. Poetry: (a) A complete poem if less than 250 words and if printed on not more than two pages or, (b) from a longer poem, an excerpt of not more than 250 words, ii. Prose: (a) Either a complete article, story or essay of less than 2,500 words, or (b) an excerpt from any prose work of not more than 1,000 words or ten per cent of the work, whichever is less, but in any event a min­imum of 500 words. (Each of the numerical limits stated in "i" and "ii" above may be expanded to permit the completion of an unfinished line of a poem or of an un­finished prose paragraph.) iii. Illustration: One chart, graph, diagram, drawing, cartoon or picture per book or per periodical issue, iv. "Special" works: Certain works in poetry, prose or in "poetic prose" which often combine language with ill­ustrations and which are intended sometimes for children and at other times for a more general audience fall short of 2,500 words in their entirety. Paragraph "ii" above notwithstanding such "special works" may not be reproduced in their entirety; however, an excerpt comprising not more than two of the published pages of such special work and containing not more than ten percent of the words found in the text thereof, may be reproduced.

Spontaneity: i. The copying is at the instance and inspiration of the individ­ual teacher, and ii. The inspiration and decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it would be unreasonable to expect a timely reply to a request for permission.

Cumulative Effect: i. The copying of the material is for only one course in the school in which the copies are made., ii. Not more than one short poem, article, story, essay or two excerpts may be copied from the same author, nor more than three from the same collective work or periodical volume during one class term. iii.There shall not be more than nine instances of such multiple copying for one course during one class term. (The limitations stated in "ii" and "iii" above shall not apply to current news periodicals and newspapers and current news sections of other periodicals.)

III. PROHIBITIONS AS TO I AND II ABOVE: Notwithstanding any of the above, the following shall be prohibited:

A. Copying shall not be used to create or to replace or substitute f6r anthol­ogies, compilations or collective works. Such replacement or substitution may occur whether copies of various works or excerpts therefrom are accumulated or are repro­duced and used separately.

B. There shall be no copying of or from works intended to be "consumable" in the course of study or of teaching. These Include workbooks, exercises, standard­ized tests and test booklets and answer sheets and like consumable material.

C. Copying shall not: a. substitute for the purchase of books, publisher's reprints or periodicals; b. be directed by higher authority; c. be repeated with respect to the same item by the same teacher from term to term.

D. No charge shall be made to the student beyond the actual cost of the photo­copying.

FACULTY BULLETIN NEWS Memo - ACADEMIC YEAR, 1975-76

DEADLINE DATES: PUBLICATION DATES:1. October 3 1. October 152. December 5 2. December 17

3. February 6 - 3. February 18

4. April 2 4. April 14I would like to submit the following inform ation for publication in the next

issue of the FACULTY BULLETIN (Please TYPE or PRINT):

SIGNED ____________

ACADEMIC TITLE _____________

DATE SUBMITTED __________________________ DEPARTMENT ________

PLEASE RETURN TO THE NEWS BUREAU, BENILD HALL, SECOND FLOOR ..