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UNIVERSITY OF KENTUCKY 9/l1l ??
LEXINGTON. KENTUCKY 40506

UNIVERSITY SENATE COUNCIL
10 ADMINISTRATION BUILDING

August 31, 1977

TO THE UNIVERSITY SENATE:

The University Senate will meet in regular session at 3:00 p.m.
Monday, September 12, 1976, in the Court Room of the Law
Building.

AGENDA:
Approval of the minutes of meeting of May 2, 1977.

Introductions: Senate Council, Committee Chairmen and New
Senators

Dr. Otis A. Singletary, President

Memorial Resolutions

Action Items:

a) Proposed changes in the Senate Rules, Section V, l. 2. 2 (p. 51,

University Senate Rules revised, March 1977) Marking System for
the College of Medicine. (Circulated under date of August 31, 1977)

 

 

b) Recommendation to the Administration: Establishment of an
Appalachian Center. (Circulated under date of August 31, 1977)

General Announcements: Chairman, Senate Council

I

S:/« If" A. i /"I’ Z” r
Lit/~C’k/(Z’TLU .CK/7z»4(1“1/1)1vl

Elbert W. Ockerman
Secretary, University Senate

Note: If you are unable to attend this meeting, please call Ms. l\:lartha
Ferguson, Registrar's Office, 7—2958.

AN EQUAL OPPORTUNITY UNIVERSITY

 

 UNIVERSITY OF KENTUCKY
LEXINGTON. KENTUCKY 40506

UNIVERSITY SENATE COUNCIL

IO ADMINISTRATION BUILDING August 31’ 1977

Members, University Senate
University Senate Council

AGENDA ITEM: University Senate Meeting, Monday,
September 12, 1977. Proposed recommendation to
the Administration: Establishment of an Appalachian
Center.

The University Senate Council and the Senate Committee on Academic
Organization and Structure, Dr. Jesse Harris, Chairman, recommend
to the University Senate the following proposal to establish an Appala—
chian Center. If the recommendation is approved by the University
Senate, the proposal will be forwarded to the Administration for appro—
val and implementation.

Background:

There has been a long interest in the Appalachian region, especially
the eastern parts of Kentucky, by many members of the University of
Kentucky faculty. The result of this strong interest in Appalachia, in
making major contributions to teaching, research, and service in
Eastern Kentucky and the Central Appalachian region, was a grant by
the Rockefeller Foundation to systematically plan such a program.

Objectives

1) Accepting the premise that ”the primary responsibility of
an institution of higher learning is the betterment of human
welfare, " the Appalachian Center will seek to coordinate
and focus available resources within the University in be—
half of Appalachia and its people.

The Appalachian Center will pursue its mission by means of

four functions: research, coordination of instruction, extended
services, and archives.

AN EQUAL OPPORTUNITY UNIVERSITY

 

 Page 2
University Senate Agenda Item: Appalachian Center
August 31, 1977

3) The Appalachian Center will assist in seeking extramural funds
to conduct research in important areas——cultural, economical,
historical, and demographical.

The staff of the Appalachian Center will coordinate courses

and assist in the development of new courses in history, anthro-
pology, English, geography, sociology, social work, human
development, political science, and economics.

The staff of the Appalachian Center will assist in the special
collection for the University Library of valuable materials on
folklore and history of the region, and will take part in the
coal miner's oral history project with other universities.

Justification

No lengthy argument seems necessary to justify Appalachia as a logical area
for regional study at the University of Kentucky. Geographic proximity, a
history of University involvement in service to Eastern Kentucky, and per—
sistent regional problems are the most obvious justifications. Expertise and
interest in the region are present in a significant number of the present faculty

and staff of the University. In 1973 the Center for Developmental Change com-
piled a bibliography of publications deriving from Appalachian research con—
ducted by University faculty, staff, and students; it contained nearly 400
items. If coordinated, such activity could be even more fruitful.

During the fall of 1975, several faculty and administrators at the University
of Kentucky discussed the potential for an Appalachian Center. This group
agreed the University should make a major contribution in teaching, research
and service in eastern Kentucky and the Central Appalachian region through
a concerted program. The need for such an Appalachian Center at the Univer—
sity was neither new nor unrecognized. It was simply unmet, despite student
requests for a program of Appalachian Studies and the presence of a number
of Appalachian scholars among the faculty. Previous attempts to develop and
coordinate Appalachian programs at the University had been unsuccessful.
Volunteer efforts by individual faculty had left no lasting organizational
structures.

As a result of the strong interest identified in the discussions, a proposal for

a planning grant was submitted to the Rockefeller Foundation in the spring of
1976. In September 1976 the University of Kentucky received a $35, 000 nine—
month grant from the Rockefeller Foundation to plan a comprehensive Appala—
chian Center primarily to administer research programs and also to coordinate
instructional, community development, and archival programs based in other

 

 Page 3
University Senate Agenda Item: Appalachian Center
August 31, 1977

units. Subsequently the Rockefeller Foundation awarded the University

a two—year grant of $125, 000 for further development of the Center. Ad-
di tional proposals developed by faculty with interest in the Center are re—
ceiving favorable attention from foundations and government agencies.

The creation of this Center will enhance the University‘s undergraduate and
graduate programs. There is currently strong interest among many under—
graduates in the instructional aspects of an Appalachian Studies program. A
core of new courses with an Appalachian focus in various departments of the
University will broaden the range of electives and permit the development of
undergraduate and graduate minors and undergraduate topical majors in Ap—
palachian Studies. It is anticipated that some graduate students will focus
their interest in this area and thereby be much better prepared to make con—
tributions to the betterment of human welfare in the region.

 

 UNIVERSITY OF KENTUCKY
LEXINGTON. KENTUCKY 40506

UNIVERSITY SENATE COUNCIL
Io ADMINISTRATION BUILDING

August 31, 1977

Members, University Senate
University Senate Council

AGENDA ITEM: University Senate Meeting

Monday, September 12, 1977. Proposal to change

the Rules of the University Senate, V, l, 2. 2, Grading
System, College of Medicine

 

The University Senate Council and the Senate Committee on Admissions

and Academic Standards recommend that the grading system for medical
students be changed as follows, and that the new system be effective for

the class entering the fall semester, 1977.

Present Rule:

V 1. Z. 2 Colleges of Medicine and Dentistry——Honors, Pass and Un-
satisfactory are the designations for the College of Medicine
and College of Dentistry students. The H, P, U designations

 

are utilized only for medical and dental students. The few
graduate and/or undergraduate students in essentially medical
and dental classes are graded as is the rest of the University.

Proposed Grading System: *

 

Suggested Numerical Scale
Grade Achievement Level Where Appropriate

A Represents exceptionally high 90—100
achievement

Represents a high achievement 80—89

Represents satisfactory achievement 70-79

[continued]

 

>kNote that the proposed change will affect the grading system in the College
of Medicine only.

An EQUAL OPPORTUNITY UNIVERSITY

 

 Page 2
Agenda Item: University Senate Meeting, Grading System, College of Medicine
August 31, 1977

U

E

Suggested Numerical Scale
Grade Achievement Level Where Appropriate

Represents unsatisfactory performance 60—69
Represents failure in a course Below 60

Incomplete: means that part of the work

of the course remains undone at the time
that grades are due. It is given only when
there is reasonable possibility that a pass-
ing grade will result from completion of the
work. The instructor will not give an ”I”
when the reason given for incompleteness is
unsatisfactory or when it is not possible to
complete the work. An "IH grade must be
completed within one calendar year.

Student Evaluation: General Policy

 

1)

In those courses or clerkships where objective data (written examinations,
papers, etc) are used to evaluate student performance, the instructor in
charge shall submit to the appropriate Curriculum and Student Progress
Committee, a performance roster and distribution curve identifying the
student's composite score and the class average score.

A student will not be promoted or graduated with grades of ”U", "E”,
or "I" recorded for any required course or clerkship. In those instances
where grades of "U" or "E" are indicated or recorded for more than

one course or clerkship, the student may be dropped from enrollment

or required to repeat an entire year.

In those instances where the student's performance is less than ”C”

but sufficient evidence exists that with additional work the student could
be expected to meet the minimal course requirements, a "U" grade will
temporarily be recorded. However, the recording of such grade neither
implies nor guarantees that the student would be permitted to perform
makeup work. Upon reviewing the student's overall academic record,
the appropriate Curriculum and Student Progress Committee will consult
with appropriate course or clerkship director(s), and shall make specific
recommendations to the appropriate academic unit as to whether or not
the student may correct the deficiencies and, if appropriate, how. If the
student does not achieve a grade of "C" on recommended makeup work,
the temporary grade of ”I” or ”U" will be "E".

 

 Page 3
Agenda Item: University Senate Meeting, Grading System, College of Medicine
August 31, 1977

4)

Normally, an ”E" grade may be removed only when the student
repeats the entire course or clerkship. The Curriculum and, Student
Progress Committee may, after analyzing the student's composite
scores, recommend to the appropriate academic unit, an alternative
method of removal. Such recommendations are made only after con-
sultation of the academic unit responsible for the course or clerkship.

Course/Clerkship Management Policies

1)

All students shall be informed in reasonable detail at the first or second
class meeting about the nature of the course, its content and method. of
presentation.

All students shall be informed. at the first or second class meeting of the
methods to be used in evaluating performance and achievements, including
such factors as attendance, punctuality, and. conduct.

All students shall receive grades and evaluations based on previously an—
nounced criteria and. only by individuals who have had reasonable oppor-
tunity to observe the student's academic performance and make a just and
fair evaluation. Evaluations about the student's character and ability shall

indicate when the information was provided, by whom, and the position of
this individual.

Prior to the beginning or within two weeks of the beginning of a basic

science course, a student may petition the department responsible to be
permitted without prejudice, by a method approved by the department, to
demonstrate sufficient specific knowledge and application of the course con—
tent to receive credit for the course in question. The student shall not be
required to add or substitute another course to his or her curricular sche—
dule should credit for a course or courses be granted under these conditions.
The grade of ”Exempt" Will be recorded in such instances.

At a reasonable time in advance of the conclusion of a course or clerkship,
normally no later than at the half—way point in the course or clerkship, all
students should be informed by the course instructor or clerkship director
of their academic standing. Sufficient and specific detail shOllld be provided
by the clerkship director to enable the marginal or unsatisfactory students
the opportunity to identify and correct deficiencies within the normal time
frame of the course or clerkship.

As soon as practicable after the end of each course or clerkship, each
student should be provided. the opportunity by the course or clerkship
director to discuss his or her final performance evaluation.

 

 Page 4
Agenda Item: University Senate Meeting, Grading System, College of Medicine

August 31, 1977

Note: If approved by the University Senate, the proposal for a new grading
system in the College of Medicine will be forwarded to the Rules Committee
for codification.

 

 MINUTES OF THE UNIVERSITY SENATE, SEPTEMBER 12, 1977

The University Senate met in regular session at 3: 00 p.m. , Monday, September 12, 1977,
in the Court Room of the Law Building.

Constance P. Wilson, Chairman, presiding

Members absent: Michael A. Baer*, Charles E. Barnhart, Robert P. Belin*, A. Edward
Blackhurst, Jack C. Blanton*, Thomas 0. Blues*, Joseph T. Burch, W. Merle Carter*,
Richard R. Clayton, Glenn B. Collins, Ronda S. Connaway*, Samuel F. Conti*, Marjorie A.
Crandall*, Guy M. Davenport, George W. Denemark*, William H. Dennen*, Anthony
Eardley, Roger Eichhorn*, Calvin Ernst, R. Fletcher Gabbard*, Abner Golden*, Andrew J.
Grimes*, Joseph Hamburg, Charles W. Hultman*, Keith H. Johnson, Dave Kaelin, David T.
Kao, Joe Kelley, Edward J. Kifer, Theodore A. Kotchen*, William B. Lacy*, Stephen
Langston, John H. Lienhard*, Kenneth M. Martin, Richard Murray, Jacqueline A. Noonan,
Edward O'Hara, Doyle E. Peaslee,*, Bobbie G. Pedigo, Leann Ring*, Robert W. Rudd,
Ramona Rush, Pritam S. Sabharwal*, Patrick J. Sammon*, Rudolph Schrils*, D. Milton
Shuffett, Timothy W. Sineath, A. H. Peter Skelland, Ralph E. Steuer*, John P. Strickland*,
Paula Totten*, John B. Wadsworth, William F . Wagner*, M. Stanley Wall, Richard L.
Warren*, Bruce H. Westley*, William G. Winter*, Ralph F. Wiseman*

The minutes of the regular meeting of May 2, 1977, were accepted as circulated.
SUMMARY:

1. Action Items:

A . Proposal to change the Rules o_f @University Senate, V, 1,2.2, Grading System,
College of Medicine. (Circulated under date of August 31, 1977.)
Motion passed.

Proposed recommendation to the Administration: Establishment of an Appalachian
Center. (Circulated under date of August 31, 1977.)
Motion passed.

. Memorial Resolutions:
Daniel S. Arnold, 1937—1977, Education, Associate Dean for Teacher Education
Leon D. Howell, 1920-1977, Business and Economics, Associate Professor of Accounting
John Kuiper, 1898-1976, Arts 8: Sciences, Professor of Philosophy

. President‘s Report: Dr. Otis A. Singletary

. Report on Fall 1977 Registration: Dr. Elbert W. Ockerman

. Introductions

*Absence explained

 

 VI . Informational Items

A . Meeting of Senate Council with the Assistant and Associate Deans , Tuesday,
September 13, 1977, at 4: 00 p.m.

New Faculty Academic Orientation, Tuesday, September 21, 1977, at 3: 00 p.m. ,
King Alumni House .

C . Meeting of University Senate, second Monday of each month, 3: 00 p .m.

Chairman Wilson welcomed all the new Senators and introduced the Senate Council and
the Chairmen of various committees of the Senate. The Council members are: Paul Oberst,
College of Law, Chairman—elect of the Senate and will take office in January, 1978;

Stephen Diachun, College of Agriculture; Thomas Ford, College of Arts and Sciences;

T. Richard Robe, College of Engineering; Jane Emanuel, College of Allied Health Professions;
Joseph Bryant, College of Arts and Sciences; Donald Diedrich, who is replacing Joseph
Krislov until Spring , 1978, College of Medicine; Judith Worell, College of Education;

Paul G. Sears, Ex officio, Faculty Trustee; Michael E. Adelstein, EX officio,

College of Arts and Sciences; James Newberry, Ex officio, Student Government President;
James Elder, Student Government; and Donald Prather, Student Government.

The Chairmen for the Senate Committees for 1977—78 are: Louis Swift, Department of
Classics, Library Committee; Stanford L. Smith, Chemistry Department, Rules Committee;
James D . Kemp , Animal Sciences, Admissions and Academic Standards; Lee Todd,
Electrical Engineering , Student Affairs Committee; Donald Cross , Special Education,
Teaching, Learning and Advising; Marcus McEllistrem, Physics Department, Research
Committee; Thomas Ford, Center for Developmental Change, Planning and Priorities;
Jesse Harris, Psychology Department, Organization and Structure; Robert Kuehne,
Biological Sciences, Academic Programs , Stanley Saxe, Periodontics, Extended ELIE
Continuing Education Programs; Doyle Peaslee, Agronomy Department, Special Teaching
Technologies; John Lienhard, Mechanical Engineering , Special Teaching Programs ,
Marc Wallace, Business Administration, Academic Facilities; and Don Soule, Economics
Department, General Studies Committee.

 

 

 

 

 

 

 

 

Chairmen of three ad hoc Committees are: Nicholas J . Pisacano, Academic Ethics and
Responsibilities; Stephen Langston, Summer School Committee; and Malcolm Jewell,
Numbering Committee.

 

Chairman Wilson introduced the "Real Chairman of the Senate, " Dr . Otis A. Singletary,
who addressed the Senate as ”our leader" instead of the leader of the National Endowment
for the Humanities .

President Singletary spoke to the Senate as follows:

"I want to welcome all of you back to what I hope is going to be a solid
and productive year for us all, and to make a few comments at this opening
session about what kind of year it is apparently going to be. Crystal ball
gazing is always a hazardous occupation, as you know. Even so, there
are some generalizations that one can make today about things that we are

 

 going to be dealing with this year that I think might be of general inter-
est.

First of all, I think I can assure you that you are going to be dealing
with about the same number of students , slightly more. The enrollment
figures are not complete, but the tentative figures-~and there will be some
changes--show us with something like a four percent increase, if you in-
clude the evening sessions. What that means in the gross is that we have
_ changed our way of life from that great flooding of students every year to
where we are now having a modest increase every year. Many places in
the country are not enjoying that. University of Kentucky‘s enrollment
is not only holding steady but is slightly increasing. This also indicates
that the University of Kentucky is still a very attractive place to lots of
young people who are making the decision about where they want to go
to school. Needless to say, the quality of this faculty has a great deal
to do with that.

As I go down these figures I would like to file this demurrer. We do
not include the figures on what is happening at our Fort Knox program .
We do not include the final figures for the Lexington Technical Institute.
We do not have either the off-campus enrollments or the Appalachian
Satellite enrollments. I‘m not sure I know how we are going to count the
Northern Kentucky Graduate Center students—-whether they are going
to count them, we are going to count them, or both of us going to count
them-~which I would guess will be a likely resolution. Undergraduate
enrollment is up about five percent which is interesting. The Graduate
School is holding its own with a slight increase, less than a percent in—
crease. In the Professional Schools there is a slight minus figure.

They are pretty steady. There is a small dip in the enrollment in the Law
School which I am not prepared to explain today. There is no point in
going down the entire list. There are some dramatic shifts though.

While we are maintaining a slight incline overall there are some dra-
matic shifts inside this institution that will cause a considerable amount
of heartburn before the season is over. The first figure that jumps out

is startling. Arts and Sciences is down fifteen percent plus. The
softener in that is that they have gone into the two new colleges that we
created. The Arts and Sciences enrollment would be about the same had
we kept those two colleges where they were. There are two very signifi-
cant increases. There is a twenty percent increase in undergraduate
enrollment in Engineering. As Dean Funk and others can tell you,
Engineering enrollment fluctuates. It comes and goes. This is clearly
another banner year. Business and Economics has had another great
upsurge of something close to fourteen percent increase.

There are some interesting figures. The fact that we are no longer
taking an entering class in Nursing shows a decrease in the nursing area
and Social Professions is down. By and large, though, UK's enrollment
is doing better than holding its own. It‘s continuing to increase gradually,
which is not bad in today‘s society, and beyond that we have some in—
ternal shifts of one kind or another that we are somewhat hardpressed to
respond to. As you all know, unlike so many corporate structures,

 

 _4._.

institutions like ours do not always have the ability to respond immedi-
ately to internal shifts. It is not always possible to take people from one
area and move them to teach in another. We find ourselves facing great
pressures from several areas where large numbers of students are being
added and some places with fairly substantial lowering of enrollment
without the immediate capability inside this institution to respond to it.
That is not new this year, however.

I would also, if I might, like to say that we will be reviewing in the
course of the year those degree programs that have either been acted
upon or will be considered by the appropriate Councils in the University.
Right now we have five degree programs that have cleared the University.
Everything we need to do through Board of Trustee approval has been
completed, and they have been sent to the Council on Public Higher Educa-
tion. The Ph.D. in Health, Physical Education, and Recreation; the
Ph.D. in Philosophy; the M.A. in the. Teaching of Mathematics; Masters
Degree in Forestry; the Masters in Planning. They are all over there but
have not yet been cleared. What they are doing is sorting their own
priorities for all institutions across the State. I hear that the moratorium
has been lifted and what remains to be seen is whether we will now get
a total acceptance of all these programs or a total rejection of these pro-
grams or some judicious consideration of them one by one.

There are a couple of other degree programs that are being held up
in effect by me. The work that has been done up to now on the Ph.D.
in. Criminal Justice has been sitting with me. for sometime, and I really
have not come to the conclusion that as far as the administrative or physi-
cal feasibilitynto put it directly I am not yet convinced that given our
present financial plight-that I would be willing to want to advocate be-
fore the Council on Public higher Education the assignment of high
enough a priority for that to warrant sending it on. I have not decided,
to be honest with you , about what to do about that program. We are
either going to put it up or put it down in this academic year. It is either
going over there or we are going to kill it inside, and I will be talking
with the Senate Council about that.

The other is the Phi). in Communications, which I have deliberately
held up. I simply did not wish to cloud any further issues until we
settled the leadership problems in that area and until we got past the
flap we were having over the question of accreditation of the Journalism
program, which is closely related to this problem. Those are now be-
hind us. I will be moving on that program, and it will be submitted to
the Board of Trustees or whatever the next appropriate step is for
ultimate submission to the Council on Public l‘iigher Education.

There are a number of other programs that are at one or another
stage of development insidc the University: the Masters Degree in
Operational Research; the Ph.D. in Computer Science; there‘s talk of
a Ph.D. in Genetics; Family Studies; l‘lutritional Science; Nursing; a

 

 -5-

Masters in Clinical and Physical Therapy; a B .S. in Industrial Engineer-
ing. The trouble with starting that list is that you almost always leave
something out. Those are illustrative of the ones that are in the tank here,
and are yet to come to me for any official action. I give you that rundown
primarily because I continue to believe that the curriculum of this institu-
tion is one of the really fundamental things that the faculty ought to be
interested in and is interested in.

I think I might also say something about the fact that I can guarantee
you that the campus will continue to be torn up most of this year . I think
that may be gratuitous since probably most of you had difficulty in getting
here. We have a number of projects under way and some others that are
going to get started in the course of this year, so we will not escape the
continued problem. I must address first of all the question of the " great
walkway" on my right coming down from Funkhouser beyond the Library
presumably going all the way over to Euclid Avenue. It is going to be
the North-South thoroughfare for this part of the campus. It is long over-
due, and it is not just a walkway. It was conceived primarily as a way
to combine the need for improving that access with a very practical thing,
a utilities tunnel in which you have all kinds of things under the walkway.
There is a tunnel in effect under that walkway, a very substantial one
that runs steam, chilled water, electric wires , and a bunch of things that
you are not particularly interested in. Nonetheless, they are there, and
we scheduled it to begin six weeks ago so it would be finished by the time
school started. The same thing happened to that that happens to many
construction projects the world over--delay in getting it out of Frankfort,
delays in getting the bid, delays by weather, and all the rest of it. What
I am going to say to you is that it was not a deliberate plot on our part to
have it so that this campus was very nearly impassable for you. I observe
further since I come and go over it at least twice a day that it is about as
successful as the ”Berlin Wall. ” There are about as many penetrations as
I can count coming and going across there. I would hope that by the end
of this week or early next week they will have completed that part down
beyond the Library so that we can open that main thoroughfare again where
a good bit of foot traffic comes across.

In addition to that rather small but annoying project, the work is
continuing, as you notice, on the Fine Arts Building on the site of old
Stoll Field. It will proceed during this academic year. That project
though is well on its way. You have noticed in the area of the Medical
Center the Learning Resources Center, and the walkway across to the
hospital is well along. The Sanders Brown Biology of Aging Building is
underway, a slightly over two million dollar project. Also, you remem-
ber that is the one we received a gift of a million dollars and the State
matched that with another million for that specific building for that
specific purpose. In addition to that we have the primary care facility
funded at the State level for the Medical Center. That is a very compli-
cated and large structure. The planning for it has been extraordinarly
complicated and involved and has required the use of outside experts,
and its planning is continuing to progress.

 

 -6-

The Law School addition construction will begin in the Spring, and
we will move to alleviate to some degree some of the pressure they have
experienced. What that all means is what I said in the beginning . We
will continue to have some distractions, turmoil, and inconvenience. I
urge you to bear with us as we try to find ways to deal with it.

I think another thing I should say to the Senate-at-large; although we
will be talking about it more directly and in much more detail with
Medical Center personnel, this year will see us focusing on a number of
Medical Center concerns that we are convinced are in most urgent and
pressing need of being addressed. I won't attempt to delineate them for
you here, but they run all the way from questions of space and questions
of funding support. Whether you are talking about State appropriation
or whether you are talking about PSP or whether you are talking about
the contract and research funds for the Medical Center, the question of
patient care and the very troubling problem of indigent patient care in
the hospital. There is the question of governance of that hospital, a
whole range of problems , a large number of which are administrative
in nature, but a large number of which have to do with the governance.
The reason I bother to bring this up at this meeting is to alert this
Senate that I think, and have thought for sometime, that we have lived
in a kind of oversimplified situation assuming that one structure here,
meaning a kind of unified University structure, necessarily serve all
our interests. There is a very real question in many people's minds
as to whether or not we have the necessary flexibility to do that in one
structure. We are going to be looking at that. There are very real
differences and at least two of the differences have to do with the fact
that in the College of Medicine, for example, a substantial amount of the
dollars are generated internally through their own practice. The other
thing is that in addition to the teaching function they have a substantial
and sizable patient care responsibility that is not like anything else in
the University's structure. I think what we need to do is think through
very seriously and very carefully what ways we might improve our
ability to deal with those fairly complicated matters.

Underneath all these concerns: Medical Center, campus, enrollments,
facilities , everything else, there is the larger problem of the University
which I say to you comes into focus this year also because this is a
budget year. This is the year of the biennial submission. We have
prepared the biennial budget request. It was approved by the Board of
Trustees in the Summer and has gone forward to the Council on Public
Higher Education. I am not going to deluge you with numbers, but there
are two or three things I want to say about that budget for you, and you
will have ample opportunity during the year to follow the course of this
process. As you know, it goes to the Council on Public Higher Educa-
tion, they make a recommendation which then goes to the State Adminis-
tration and then it goes into the executive budget what they decide, and
that budget then goes to the Legislature . It will be that evolution we
must now go through. We have in effect asked for roughly a fifty-five
million dollar increase in the operating budget of this University in the

 

 _7..

next biennium . Of that about forty-five or forty-six million dollars of that
is being asked for from State appropriations. There are those who believe
that we are unduly cautious in our approach. I will simply say to you that
there has never been a biennium , at least in my time here, in which we
have not found it possible to ask for more than they have been willing to
give us . I would say to you without any element of surprise that they will
probably find some things in this one that they will choose not to fund.
Our instinct wa