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The Minutes of the Faculty Council meeting of December 8, 1997, published below, have been prepared for the immediate use of the members of the Faculty Council and are included in its Documents and Proceedings. They are also included in the Documents and Minutes of the General Faculty for the information of the members.


H. Paul Kelley, Secretary
The General Faculty
December 31, 1997

DECEMBER 8, 1997
The fourth meeting of the Faculty Council for the academic year 1996-1997 was held in Room 212 of the Main Building on Monday, December 8, 1997, at 2:15 p.m.


Present: Patricia A. Alvey, Jay L. Banner, Joel W. Barlow, Frank D. Bean, Jr., Kirsten L. Belgum, Daniel A. Bonevac, Roger T. Bonnecaze, Carolyn P. Boyd, Oscar G. Brockett, Julie H. Burnett, Ralph W. Cain, Loftus C. Carson II, Alan K. Cline, Steven R. Cooke, Ann Cvetkovich, Patrick J. Davis, Kenneth R. Diller, James T. Doluisio, Robert A. Duke, John R. Durbin, John S. Dzienkowski, Wendy E. Erisman, Peter T. Flawn, Marye Anne Fox, Alan W. Friedman, John C. Gilbert, Michael H. Granof, E. Glynn Harmon, Julie Hallmark, Lisa C. Henken, Martha F. Hilley, Joseph M. Horn, H. Paul Kelley, Kerry A. Kinney, William J. Koros, Stefan M. Kostka, Michael L. Lauderdale, Desmond F. Lawler, William S. Livingston, Cindy Y. Lo, Raul G. Longoria, Reuben R. McDaniel, Jr., Alvin H. Meyer, Stephen A. Monti, Dean P. Neikirk, Kimberly Nixon, Alba A. Ortiz, Shelley M. Payne, Theodore E. Pfeifer, Robert A. Prentice, Pedro Reyes, Gretchen Ritter, Thomas D. Russell, M. Michael Sharlot, Edwin R. Sharpe, Jr., James Sidbury, Lawrence W. Speck, Janet Staiger, Alexa M. Stuifbergen, Teresa A. Sullivan, Bruce Walker, Patricia Witherspoon, Jacqueline D. Woolley.

Absent :: Mark I. Alpert, Gerard H. Behague (excused ), Roger D. Bengtson (excused), Harold W. Billings (excused), Harry M. Cleaver, Jr., David L. Deming, David S. Dolling, Edwin Dorn, Sheldon Ekland-Olson, Linda Ferreira-Buckley, William L. Fisher, G. Charles Franklin, Karl Galinsky (excused), Susan H. Gamel (excused), Teresa Garcia, James D. Garrison (excused), Lawrence E. Gilbert, Aditi Gowri, Sue A. Greninger (excused), Thomas M. Hatfield, Sharon H. Justice (excused), Manuel J. Justiz (excused), Robert D. King, Brian P. Levack, Robert G. May (excused), Lisa L. Moore, Donald P. Newman (excused), Melvin E. L. Oakes, Patricia A. Parker, Robert G. Paterson, Mary Ann Rankin, Johnnie D. Ray, Dolores Sands, Patricia A. Stout, Ben G. Streetman, James W. Vick (excused), Ellen A. Wartella, Barbara W. White, Marlen D. Whitley, Paul B. Woodruff (excused).

Voting Members:
51 present,
22 absent,
73 total
Non-Voting Members:
12 present,
18 absent,
30 total
Total Members:
63 present,
40 absent,
103 total



John C. Gilbert (Chemistry and Biochemistry), Chair of the Faculty Council, first welcomed members of the Graduate Assembly, who he had invited to hear the remarks of the Council's special guest, Donald L. Evans, Chair of the Board of Regents, The University of Texas System.

Chair Gilbert then said: " I personally do not recall a previous occasion on which the Chairman of the Board of Regents has agreed to speak to a faculty governance organization…. Before asking Regent Evans to take the floor, I would like…to thank him and the other members of the Board who have been so deeply involved in the important process of selecting and interviewing the finalists for the President of the University of Texas at Austin. I know that Regents Rita Clements and Lowell Lebermann, both of whom are on the advisory committee for selection of the president, have committed exceptional amounts of their time and energy to the process. Moreover, Don, I think you have been making Austin your second home for at least the past month because of your personal interest in meeting with and getting to know the five finalists…. I have not previously been so heavily involved in the process by which we select the president, but my sense is that your commitment and effort in this adventure have been above and beyond the usual call of duty. On a related issue, I want you to know that the faculty members appreciate the fact that their opinions on the candidates have been actively sought out by the Regents. We obviously have vital concerns in the outcome of the process and welcome the opportunity to share in it in a meaningful way….

"It is my pleasure to welcome the Chairman of the Board of Regents, Don Evans, to our meeting."

Donald L. Evans (Chair, Board of Regents) said: "Jack, thank you very, very much; I am delighted to be here. I see a number of my friends…, and I see some faces out there I do not recognize, but let me say this-that all of us share one thing in common, and that is we all love the University of Texas. I am always happy to have the opportunity to talk to anybody that wants to listen about what a great university this is, and it is great because of the many people in this room and the many people on this campus.

"I walked in a few minutes ago and this sweet young lady off to my left over here asked me when I was going to get our stock price up, and I was hoping that she did not hear Jack's remarks about me having Austin as my second home; I think may be there are a number of my shareholders who might be asking that same kind of question. Actually our company is doing okay, but I also would be remiss if I did not take this opportunity to tell you what a delight it has been to meet Jack's special bride, Lucia. I had a chance to spend an afternoon with her. We fortunately were inside for a very rainy football game. But we had an absolutely delightful visit the afternoon of the Kansas game, and that was also fun to win that ball game. And you need to know Lucia gave me the clear perspective that [Jack] was able to do what I did, which was out-marry himself by quite some margin. But she is a dear.

"What is my job? My job is to preserve, and indeed strengthen, the public confidence that Texas has in The University of Texas System. It is not any more…or any less complicated than that. It is a job of trust-one that I have accepted with a high degree of humility…. It is an awesome responsibility, because …the strength of The University of Texas System…lies solely in the confidence that the people have in this great university [and] in the great University of Texas System. So every decision I make and every decision I consider, that is what is foremost on my mind-is this decision what is best for the people of Texas? Because you, who are so vital to the strength of this great institution and [who are] moving it to the level it enjoys today, …like all Texans own this university; it belongs to you, you are responsible for


it. When… I think of all the owners of this great university, it weighs very heavily on me that they are looking to me to make the kind of decisions that would continue their confidence in this great university.

"Where do I want to see it go? You know, I have been on the Board three years now. I attended the University back in…1964 through 1969 and…in 1970 [through] 1972…. In the 1960s you had a spotlight on higher education in the State of Texas that was delivered by then-Governor John Connally. He was the one that focused the resources of this state on the importance of higher education…, and what occurred during the next ten or fifteen years was an incredible number of resources being committed to higher education in the State of Texas…. The Permanent University Fund enjoyed a period of rather dramatic growth during the decade of 1975-1985 because of what happened to oil and gas prices in the State of Texas. So in the mid 1980s the financial strength and the financial health of higher education in the state looked sound, just coming off of the Centennial Campaign [that] was led by my friend, Dr. Flawn-a very successful campaign [that raised] over five hundred million dollars…. [That would be] about like a billion [dollars] today. I think that maybe a billion dollar campaign may sound familiar to some of you….

"But from 1985…to about 1996 we [saw] a decline in state support of higher education. I do not have the exact numbers at my fingertips, but I can tell you that in the mid 1980s…about 45%-46% of [the budget of The University of Texas System] came from general revenue [of] the state, and now we are down to…about 25%. It [was] a time when…the resources of the State of Texas [were] forced to go elsewhere-building prisons, health and human services, K-12 programs.

"I think now…we are starting to see a state that is beginning to understand how important higher education is, once again, to our great state, partly because we are moving from this industrial-based economy that we have been operating in for the last hundred or so years into a more knowledge-based economy. [The state is beginning to understand] how important it is to be able to teach and train our youth of this great state to prepare them to be able to compete in this knowledge-based economy or world that we are going into. So I am optimistic that we are going to put a bright spotlight on higher education, and that we are going to have the resources to insure that this great university…is not only a flagship, …it is the flagship of the state of Texas, …it is a world-class flagship, and we are going to continue to deliver at the level of excellence that we all expect. We are not going to settle for anything less.

"My view is that it is going to take a somewhat different approach that what we had in the mid-1960s, where the state was willing to provide increased funding, where you had a Permanent University Fund that grew rather dramatically, and [where] it was pretty easy to find resources to improve programs. [There are] more and more demands on public funds…at the federal level, …at the state level, [and] at the local level. I think there is something to be said for kind of a privatization of public universities, if you will, or universities that are going to have to go more and more to the private sector for capital or resources or support; and I think you are going to see that here on this campus.

"I think that is one of the big things that the capital campaign is all about. I think the capital campaign has been put together in a masterful kind of way. I see my friend, Larry Speck, and the work that Larry has done on this and getting the foundation prepared so that everybody clearly understands what this is all about, what the purpose of this great university is, and then what are the core values of this great university. You have to get yourself grounded somewhere to really develop a passion for what it is you are about…to embark on. So as the capital campaign begins, I am enthusiastic that we are going to see new capital resources come to this great campus to further strengthen it.


"I think what is also masterful about the capital campaign is that it…is directed to people. It is directed to students, it is directed to faculty, and it is directed to programs; that is where it belongs, because it is the people that make systems like this great. We do have great students here, we have great faculty here-many of them in this room. I want to get out and tell the world that; I have been, and I want to continue to do that….

"What has been on my mind [is], 'Who is going to lead this great University?' We have got a great leader today. Unfortunately, he is not going to stay with us forever; who is going to fill his shoes?…

"I thought Bob Berdahl delivered something very important to this campus, which was developing a sense of community…. One of the core values…of this great university is to be a caring community, and that is one thing that certainly Bob Berdahl had a passion for. I think that when he left I told him I thought he would leave that legacy…of planting the seeds to continue to build a caring community here.

"But when you look for a great leader, you look for someone who can go out and effectively communicate to the State of Texas…what this great university means to the people of Texas, because, again, they are the ones who own it. So you want them to know what is going on here and how important it is to them. I have been…almost…overwhelmed as I have had this great opportunity to serve on the Board and learn more about the research, the successes, the bringing corporate America to this city, to this state, that has been driven in such a large part by this campus…. More people need to know that.

"And so as you think about going into the next century, and as you think about the fact that state support is not what it used to be (and, I would say, understandably so), and when you think about the resources that are required to strengthen this great flagship institution, you have got to get out and sell it. You have to get out and tell the people of Texas how fortunate they are to have this treasure; it belongs to them, they own it, and they need to support it. And there is only one person that can…lead that, …and that is the president of this great University, whoever that is. He or she must also have behind them your support, your involvement, your encouragement, and your active participation in getting out and telling this state what it is you do. I do not know the…right structure for that, and I do not know how she or he would want to deliver that as…president at this great university. But I can promise you this, that if it were I, I would sure have one or more of you alongside me every time I…made a call on a potential supporter of this great university, because you…are the ones that deliver. When students leave here, it is you that they remember-their teachers. It is you that have made the impression on them that develops them into being better mothers, better fathers, better leaders in their community or their industry, whatever the case may be. So I [say] it is time to get out and sell the University. You need to select the right person to lead that effort, but [that person] cannot do it alone; [he or she will have] to do it with all of you and [your support].

"I think another very important thing, and I will just share this with you. We hired a new football coach; everybody knows that, not that that is so important. But what is important is [that] a message has already been delivered. I heard him [say] to the team, 'You know what? We are going to have fun; we are going to have a good time here-I mean this thing is too hard not to have fun.' And that is the way I feel about the entire University-we all ought to be having fun, enjoying what we are doing, because there is so much to be gained and so much to be thankful for when you think about what it is we are responsible for. Think about the lives that we are touching; …think about the impression we are leaving on students. When you think about how important it is to them and their life as they leave this campus, I would sure want them to leave it with the kind of attitude, 'Hey, that was a fun place to be and those were lots of good people to be with, and I was challenged and I learned a lot, and they made me dream.'


"So those are just some of the…personal reflections…I have on what I have observed over the last three years or so. It is really exciting. I cannot tell you the kind of excitement that I have had in the last just five or six months by attending some of the meetings, or the rallies; …there is an energy building here that I do not think has been felt for awhile. I can tell you it is true with the alumni; I am seeing it, and it is very real. They are going to hear more and more from this campus, and more and more how they can better support the university that they love. So I think we have planted the seeds. I think we are in the very early stages of a very dynamic period for this great university, and I cannot wait to get out and tell the story, tell it even more than I have…in the last two or three years, of what a great campus this is.

"Let me stop there. These are just some of my own personal reflections and…thoughts as to where we have been, …where we are today, and how optimistic I am about where we are going. Before I stop I want to say that that optimism really has been driven principally by the people I have met on this great campus. I have made it a point to be on the campus. I have made it a point to go by and talk to various colleges and chairs of the departments and the deans, visit with students. [I have] made it a point to be here just because that is where you really find out how things are working, and I cannot tell you how encouraged I am and how enthusiastic I am, having spent hours and days on this great campus and talking to the many people….

"I will be delighted to field any questions that you might have…."

Chair Gilbert asked: "You have talked a lot about finding alternate sources of financing; one of the constraints we have is what the Legislature allows us to do with regard to things like tuition. Is there a plan on the part of the Board of Regents to go before the Legislature and address that issue?"

Regent Evans replied: "Right. …[Last fall over a three-and-one-half day period here in Austin] we had a retreat where we invited the academic institutions to [make] kind of a state of the institution [presentation] to the Regents. There were…two central themes that came out of that [retreat]. One was that we really need to take a hard look at how we were going to fund higher education as we move into the twenty-first century. We are engaged right now in some discussions with some outside firms to work with us [to develop a proposal for] funding higher education as we move into the twenty-first century. So we are looking at that right now. Tuition is a component of that…. We will look at tuition; we will consider if there may be some opportunities for differential tuition. We are not ready to propose that yet, but it is something that clearly has to be looked at [and] studied. We will look at the contribution the capital campaign will make, we will look at other ways to increase grants [and] other endowments, and we will study what we should be expecting from the state in the years ahead….

"… The other theme was that we really need to get out and sell ourselves, and I have already made comments with respect to that. There is work underway, and I think this is a great start; the We're Texas campaign is a great beginning to that…. I hope that we develop a plan that we think is workable and acceptable to not only the Board [of Regents] but also the Legislature.

"One other point that I made was the importance, and this [relates more to The UT System than to UT Austin], of having higher education accessible and affordable to the students of Texas. As we look at the changing demographics of our state, I am persuaded that we need to significantly increase financial aid throughout the System. I do not have the formula today as to how to deliver that, but…, as we study it and we study how higher education can best serve the State of Texas in the years ahead and what is best for the State of Texas, I can say to you that I am persuaded that we need to increase financial aid so that higher education will be affordable and accessible to all Texans."


Alan K. Cline (Computer Science and Mathematics) first thanked Regent Evans for coming to the Council meeting. Then he said: "Sir, I am confused…; perhaps [that is why] what I say is difficult to articulate. You have mentioned two things-you have mentioned privatization of the University, and you have also mentioned the Legislature. I am trying to reconcile the notion of micromanagement by the Legislature, and I was wondering if you could help me understand this. If I go back to the last legislative session, I see that the Legislature passed rules with respect to [all public] universities accepting [the top] ten percent of high school graduates in the state. The Legislature passed rules with respect to a core curriculum, so that this University must accept some set of courses be they taught at any community college in the state. We saw that the Legislature cut off formula funding for Ph.D. hours beyond 100. We saw a legislatively mandated post-tenure review policy. Then we saw [the UT Austin] appropriation be two percent less than the average given to higher education [in] the state. I have trouble putting those things together. I think the Legislature approves a set of appointments for regents, one would hope, with the idea that they trust them. And then they do not just give them the authority to make decisions of this sort; they…make these decisions. [As] I said, I am not articulating this well, but I am just confused; here on the one hand they are reducing their contribution, and on the other hand they seem to be increasing their control."

Regent Evans replied: "First of all, let me say about privatization that we are not going to privatize these public universities. It is a way of expressing, though, that more of the funding is going to have to come from the private sector in the years ahead, in my view, than it has in the past; you are seeing that occur in the country today.

"I am not going to try and get into the legislative issues right now; I do not think this is the appropriate place for me to do that. What I hope to do, though, is develop what we think is a very constructive and thoughtful approach to funding of higher education as we go into the twenty-first century and present that to the Legislature; they can accept it or reject it. I am not aware in recent history where that has been presented to the leaders of the Legislature, and I would like to do that. But I am not going to do it without a lot of thought and a lot of consideration and a lot of study…. What I think is more important is to…focus [on the kind of policy] issues that you just raised and make sure that we have got accountability and responsibility appropriately aligned; that is what needs to be looked at, and that is one of the things that we are going to review.

"Do I have any recommendations on it right now? No, I do not. But I am one that certainly feels…that if you are accountable for something you ought to have a commensurate amount of responsibility to go along with that…."

Carolyn P. Boyd (History) said: "You used the [term] flagship university several times in your remarks. It seems to me, in thinking about a plan for funding the University and for funding other universities in the System, that designation of the University of Texas at Austin as a flagship university would imply certain changes in the way money is allocated in the formula and outside of the formula. Will that be part of the plan that you submit to the Legislature?"

Regent Evans responded: "It is too early for me to say. I will say to you this, though, that any plan that we develop will be one [that is driven by] the University of Texas at Austin [being] a flagship university. And in that we have to address whatever the political realities are of the state at the time, so that is something that we [will have to] think through as we develop a presentation to them. But what will not be acceptable to me is the development of a plan that says anything less than the University of Texas at Austin is going to be a flagship. And I certainly…will, in fact, try [to] use my skills to persuade the Legislature that the University of Texas at Austin should be a flagship."


There were no further questions, and the Council turned to its regular Order of Business.


The Secretary's written report had been distributed in advance as D&P 16522-16527. Secretary H. Paul Kelley (Educational Psychology) noted that on D&P 16523, the first item of Section D seemed to be incomplete. [Subsequent investigation revealed that only errors of spacing in the first four lines of the item had been made; nothing had been omitted].

Vice Provost and Counsel to the President Patricia Ohlendorf reported that the first item in Section D, Changes in the Handbook of Operating Procedures for the University of Texas at Austin Concerning Periodic Evaluation of Tenured Faculty (D&P l6031-16037; D&P 16387-16400), had been approved.


A. Minutes of the Faculty Council Meeting of October 20, 1997. (D&M 22169-22198/D&P 16528-16557). (APPROVED)

The Minutes of the regular Faculty Council meeting of October 20, 1997, on D&M 22169-22198/D&P 16528-16557) were APPROVED as distributed.

A. Comments by the President.

President Peter T. Flawn said: "My first comment is that we are fortunate that Don Evans is Chairman of the Board [of Regents]. He has a genuine and intense interest in how this institution functions, and I think that that augers well for the next few years.

"At the Faculty Council Executive Committee meeting last week, there was interest expressed in presenting to this body the material that was presented to the Development Board and at the Deans Council meeting today [by Dean Lawrence M. Speck]. Larry graciously agreed to do that. There [are] three pieces to it. The first piece deals with the core purpose and core values that were developed by the Mars Group; the second piece of it deals with the Texas theme that is being developed to tell our story, as Chairman Evans urged us to do. The third piece of it deals with a number of agendas developed from the deans' Vision Statements, and I believe that [the Executive Committee] thought it would be better to do this in three pieces. So over the next few months we will try to provide you with that information.

"The annual promotion conferences have begun, and this year we are looking at 116 colleagues. For those of you who do not know how these conferences are conducted, the Provost, the Vice President and Graduate Dean, the Vice President for Research, and the President sit together. The dean of the school or college presents a candidate for promotion, and we are assisted by an extensive record that contains the recommendations of the department chair, the budget council, the dean's advisory committee, and the dean. After the dean presents the candidate, there is discussion of the record and there are comments by the academic officers there, and then the decision is made by the President. I do not know of any other .



  organization that is as meticulous and as thorough in reviews of its employees-faculty, in this case-as the University is. Of course, that is because many of the promotions under consideration are promotions to tenure, and that involves a major investment of public funds. I have often wished that our friends outside the academy who are critical of tenure could observe what goes on in making these decisions."

B. Questions to the President.

1. Question concerning promotions to tenure.

Daniel A. Bonevac (Philosophy) and Joseph M. Horn (Psychology) had submitted in advance the following question:

We are writing to request information concerning promotions to tenure. Some faculty are under the impression that tenure is becoming easier to secure. They worry that a relaxation of standards is making it harder for departments to improve. Perhaps these impressions are in error; we hope so.

Are there data you can share with us concerning the proportions of tenure-track faculty awarded tenure, by year and by college? Data since 1980 should be sufficient to detect a trend, if there is one.

President Flawn said that, since he had just returned to this process after an absence of 12 years, he did not know. "We should have the data required to identify any trends over the last decade by the time of your next meeting, and I will be glad to share these data with you. Of course, the quality of recruiting at the Assistant Professor level is an important factor; to the extent that we are being selective in recruiting Assistant Professors, we can expect a higher promotion rate. But nevertheless, I think that to look at these data and to see if there are any trends will be useful."

There were no other questions to the President.


Chair John C. Gilbert (Chemistry and Biochemistry) noted that the Faculty Council has a new member from the LBJ School of Public Affairs, Assistant Professor Aditi Gowri.

Next Chair Gilbert announced that, with the assistance of Patricia C. Ohlehdorf (Vice Provost and Counsel to the President), Edwin R. Sharpe, Jr. (Vice President for Administration and Public Affairs), and Michael H. Granof (Accounting), he had nearly finished naming the ad hoc Committee on Intercollegiate Athletics. He was not prepared to announce the people who had accepted, because the process was not quite finished, but he did announce that Professor Charles Alan Wright (Law) had agreed to be the Chair of the Committee, which is to begin its deliberations in January 1998.

With regard to the presidential search, Chair Gilbert said that a number of faculty members had been fairly heavily involved in the on-campus interviews of the final candidates. He thought that the interview process was very illuminating for faculty and that the faculty panel had excellent questions to ask


  of the candidates. About 23 or 24 of the approximately 50 members of the faculty panel met about a week before the Council meeting and discussed faculty impressions of each candidate. That information was recorded by Prof. Lucia A. Gilbert (Educational Psychology) and Director Thomas F. Staley (Harry Ransom Humanities Research Center), and they had communicated that information to Regent Lebermann, who will carry that information forward to the Board of Regents.

Chair Gilbert concluded: "I do sincerely feel that our opinions are being heard. We all know that the Committee itself is simply advisory to the Regents; it will be on [December 16th] that [the Regents] interview the four remaining candidates and make their final decision, so we are getting near to the end of the process…. I spent approximately twenty minutes prior to today's meeting discussing opinions of the faculty with Chairman Evans, so I think we are being heard. Obviously, again, the Regents need not take what we say into account, but I think they will; I think they are sincere in making this process as open and sharing as possible."


Shelley M. Payne (Microbiology) said: "We are in the process of planning the joint meeting with the Texas A&M Faculty Senate that will be held this spring in College Station. One of the items that they have asked to include on the agenda is a discussion of student evaluations of courses and instructors, and, as I think many of you know, we are also looking at this at this time. We have a committee chaired by [Prof. Patricia A. Alvey] that is looking at the UT [Austin] Course-Instructor Surveys and deliberating ways to perhaps improve this process, so I think this will be a good opportunity for us to exchange ideas with them on how we can best do this. If there are other items that people would like to see included on the agenda, please let me know. We are open to any suggestions of things that you think might be good to discuss with this other group of faculty." She requested that suggestions be sent to her, preferably by e-mail (, by mid-January.





A. Report from Graduate Students' Assembly.

Co-Chair Wendy E. Erisman (Graduate Students' Assembly) said: "At the Graduate Students' Assembly we have three goals around which we have been trying to organize all of our activities. The first of these is to provide useful information and resources to graduate students here on campus. We have a newsletter which is published at the beginning of each semester and is distributed particularly to new students at the graduate student orientation. We also have a World-Wide Web page which we have been trying to expand and to make available as a way for graduate students to gain access to other resources


  through links. We found that e-mail and the Web are the best ways to get in touch with graduate students, who may not get out of their departments much but who do use their computers.

"This year we have started a new program of inviting speakers to come to our monthly business meetings and answer questions about services available to students on campus. This semester we had speakers from Parking and Traffic and from the General Libraries; next semester we hope to have someone from Capitol Metro to talk about shuttle services and someone from Financial Aid to talk about the ever-popular topic of student loans. We also have a lecture series. This semester we had a speaker from the National Science Foundation talking about funding and employment potential possibilities for research scientists. We also had Congressman Lloyd Doggett who came and talked to us about issues in higher education in the Legislature. Next semester we are planning a panel discussion on intellectual property issues. This is something that is of great concern to graduate students, especially in terms of the electronic publication of dissertations, which is becoming an issue, and we are hoping to have an interesting panel discussion on that topic.

"Our second goal is to represent graduate student concerns to other groups on campus-the faculty, the administration, and undergraduate students. We do this primarily through our representatives on organizations like the Faculty Council and the Graduate Assembly and through ties with the Student Government and the Cabinet of College Councils.

"Our issues of particular concern this year both have to do with money; I think that is always a graduate student concern. One has to do with the tuition payment deadline, which falls so far in advance of when most graduate students receive financial aid that it becomes a burden for them to be able to pay the tuition at that time. The other issue, which we are working on together with the National Association of Graduate and Professional Students, concerns the taxation of tuition reimbursements that some Teaching Assistants and Research Assistants receive.

"Our third goal is to showcase graduate student contributions to the University. In particular, we are looking forward to our Graduate and Professional Student Appreciation Week, which for this year will be March 1-7. We are going to, once again, ask Governor Bush to declare this a state-wide week recognizing the contribution of graduate students to higher education. We will be continuing some activities we started last year. One is to print up cards that say A Graduate Student Teaches In This Room that are distributed to the departments, and TA's and AI's are asked to place them on the doors of the rooms in which they teach. We are also continuing our Graduate Student Research Symposium, which was started last year and which we hope to make a bigger event as each year goes by. This time it will take place on a Saturday; hopefully this will mean we can get more attendance from faculty and students. This is a symposium in which graduate students are asked to describe their research in terms that are accessible to other colleagues who are not necessarily in their departments. It was a wonderful experience last year; I got to learn about a lot of different things that I would never have known about. We think that this is a way of making graduate student research more accessible to the rest of the University community. We are also hoping to have a poster display that will be available throughout the week for people to look at.

"Finally, we also have a request for you as faculty members. In order to facilitate our goals, we need to have better communication with as many graduate students as possible, so we would like to request that you find out if your department has an official representative to the Graduate Students' Assembly and, if you do not, encourage the graduate students in your department to elect one. This can really make our job easier, and also maybe we can find out more issues that are of concern to graduate students…."


  Chair Gilbert asked the Graduate Assembly to explore this issue of representation to the Graduate Students' Assembly.

B. Report from Cabinet of College Councils.

Lisa C. Henken (Chair, Cabinet of College Councils) said: "The Cabinet [of College Councils] works with the seventeen college councils and…with each of the colleges to improve the quality of academics for students at the University. We work very closely with the Provost's Office, the Vice President for Student Affairs, and each of the college councils and their deans to make sure that academics are going well for students; [we] try to eliminate roadblocks and to help [students] in any way that we can. We want to talk to you a little bit about some of the initiatives we have going on this year."

Cindy Y. Lo (Cabinet of College Councils) said: "One of our major committees…this year is our Disability Accommodations Committee…. We are trying to increase awareness of both students and faculty on accommodating students with disabilities within the classroom. Hopefully next semester we will be coming to you with a policy statement."

Ms. Henken continued: "Another thing that we have been working on is our Students for Academic Integrity Committee. This committee has worked hard under the direction of our two newest co-chairs: [Robert T.] Macalik and Leslie [M.] Hanna, from the College of Business Administration. Last year each of the colleges developed policy statements, to go along with the already-in-place policies in the Regents Rules, to…make them more accessible to students. Just recently Robbie Macalik attended an ethics conference at West Point and got a lot of information about ethics in higher education in America; he [probably will] try to have a conference next spring and…present that to a larger student population. And we are …trying to increase awareness in all of the colleges about academic integrity."

Ms. Lo added: "Another issue is increasing student-faculty interaction outside the classroom. This past semester we have been working closely with [Vice President] Vick's Office and helping fund activities within each college council. For instance, if a college council is interested in [sponsoring] an informal luncheon [for] a few [students in] their college with a faculty member, we [are] able to fund that activity so that [students can] get to know the professor outside the classroom…. If you are interested, we are willing to…work with you and your college council on that."

Ms. Henken concluded: "…We are really trying to increase awareness of what we are doing. We have a newsletter [called] The Burnt Orange Bulletin…. If you are interested in doing any of the faculty-student interaction things that we have been promoting, we would really love to work with you and your students."

C. Report on Core Purpose and Core Values.

Lawrence W. Speck (Dean, School of Architecture) said: "This is going to be in three segments; you have to…remember from December to January to February a larger chronology, because they are all related. But in a way I think it makes more sense to take it in bite-sized chunks.

"I want to…begin with a chronology of activities that have gone on over the last sixteen months associated with an effort to identify a core ideology for the University, using techniques that are described in a really wonderful little book by Jim Collins called Built to Last. President Berdahl invited Jim Collins to meet with a group of 75 representatives of the University in an all-day retreat at the Alumni Center on June 22, 1996. The group was made up of Executive Officers and deans, a selection of faculty from a very broad




range of disciplines, some staff members, and a few very active alumni. Jim Collins took us through the theses of his book that day, which he wrote while teaching at Stanford, and I am going to recap a bit of that here because I think it is very important to understand the ideological background of that in order to understand the activity that followed.

"Collins' book analyzes how visionary organizations prosper over long periods of time through multiple generations of active leadership. Though his study looked primarily at businesses, he was very anxious to find an application for these principles in an organization like the University of Texas at Austin. Collins is seeking to uncover timeless principles of influential organizations, looking at the organizations not just in terms of what their current activities are but in terms of their entire life span. How can organizations be really built to last ?

"According to Collins, there are two great misconceptions we have about great organizations which he tries to debunk. One is the Myth of the Great Idea, which assumes that there is some single, spectacular notion that sets the pace for long-term excellence in an organization; Collins' research indicates that great ideas may spawn short-term productivity, but they are not sufficient to really build a strong organization over a long period of time. He also speaks of the Myth of the Great and Charismatic Leader, indicating again that long-term success cannot be assured by hiring extraordinary leaders at the top; this might…produce periodic surges, but it does not assure long-term health of an organization.

"The key to organizations built to last, according to Collins, seems to be instead a commitment to a core ideology, which Collins describes as a combination of core purpose and core values. He describes core purpose as the organization's reason for existence; this is not to be confused with specific goals or specific strategies of an organization. The core purpose, he says, need not be wholly unique to that organization. When properly conceived, the purpose is very broad, it is fundamental, it is meant to be enduring; and visionary organizations generally continually pursue their core purpose, but never fully achieve or complete that purpose. Collins describes core values as the organization's essential and enduring tenets, a small set of general guiding principles. These are, again, not to be confused with specific cultural or operating practices and should not sway with fads of the day.

"Collins emphasizes that this core ideology, the combination of core purpose and core values, should emanate from within the organization, largely independent of the external environment. The founders of the United States, for example, did not instill the core ideology of freedom and equality because of some external demand that dictated it, nor did they expect the country ever to abandon the basic ideals in the face of some external force. They envisioned freedom and equality as timeless ideals, independent of the environment-ideals to always work for, even in the face of unpopularity or external resistance.

"Jim Collins challenged us on that Saturday retreat to begin to articulate a core ideology for the University of Texas at Austin. He took the 75 or so people there through a series of small group and larger group activities that elicited input and drew together individual perspectives into some group consensus.

"At the end of the day the body was asked to vote for a smaller sub-set…which would represent the 75 and would be sent off to consolidate and refine the discussions that [had] occurred that day. [Collins called it the Mars Group, because its members were told to plan to recreate UT Austin on the planet Mars if all of the participants were to migrate there.] President Berdahl then subsequently convened the seven-person Mars Group, and they were James W. Vick, Vice President for Student Affairs; [Robert S.] Sullivan, Director of the IC2 Institute; John R. Trimble, Professor (English and Division of Rhetoric and


  Composition, and member of the Academy of Distinguished Teachers); Betty Sue Flowers (English, and member of the Academy of Distinguished Teachers); Larry Temple (alumnus); Roy Spence (alumnus); and myself [as chair]. He charged us with formulating a draft of a core purpose and core values by October 1, 1996.

"Seven of us met very regularly at 7:00 a.m. on Tuesdays and Thursdays through the months of August and September. We availed ourselves of seven very important resources in addressing our task. The first was Collin's book, Built to Last, which we all read carefully. The second was a [set of] Mars Group guidelines which Collins sent us [that] kind of gave us a road map for how we were to proceed. The third was copious notes of that June 22 retreat, which really had virtually everything anybody had said during that day. Fourth was the Committee of 75 Report, which was a similar reflective kind of report on the University on the occasion of its seventy-fifth anniversary in 1958. Fifth was the Report of the Centennial Commission, prepared in 1983. The sixth document was a report of the Bean Committee on the Undergraduate Experience, prepared in 1991. The seventh thing we availed ourselves of was [the] five former presidents of the University of Texas living here in Austin; we got as many of them as we could into one room for a morning-long session on a Saturday to hear their perspectives on the institution. Collins was quite adamant about the core ideology being based on long-term perspective, so although we had among our seven-member group graduates of UT from the 1950s through the 1970s and faculty and administrators who had been here cumulatively for over 100 years, we wanted to try to probe as deeply as we could into the real history and core of the University, and these seven resources were very important in helping us do that.

"We presented our first set of results to Bob Berdahl on October 7, 1996. Bob had a few good suggestions, so we met for another one of those seven o'clock meetings in my conference room in October and made some revisions. We were then prepared for President Berdahl to reconvene the group of 75, which he did in January of this year. We on the Mars Group thought we had done a sterling job of pulling everyone's input together, and indeed the group agreed on most of what we came up with. However, there were some very significant changes that were suggested in that meeting, and they pretty much sent the Mars Group back to the drawing board for a few more seven o'clock meetings in February and early March to incorporate the larger group's suggestions.

"Then we presented a second version…to President Berdahl on March 5. That happened to be the day that the news broke that Bob was going to Berkeley; I will always remember that meeting-it was an interesting period of time. But at that meeting Bob focused, once again, on the core purpose [and] core values, had a few suggestions, and we mulled them over and came up with a re-revised version.

"On March 24, we presented the core purpose and core values once again to the group of 75, and they endorsed them and went on to discuss what next steps might be taken to address a role out of this and an alignment in decision making. That, of course, was about the time when we started talking about interim presidents and new administration, and some of the rapidity…stalled a bit.

"Let me take a minute to go over the core ideology as currently formulated [see Attachment 1 on D&M 22219/D&P 16578]. Remember that the core purpose was to describe the organization's fundamental reason for existence. For the pharmaceutical giant Merck, their core purpose is we are in the business of preserving and improving human life; it is notably not to make medicines or to make profit-making medicines and profits is what they do, but it is not the core purpose. For Sony, their core purpose is to experience the sheer joy that comes from the advancement, application, and innovation of technology that benefits the general public. For Disney it is no cynicism allowed.


  "Though what we do at the University of Texas is teaching, scholarship, and service, we have said that our core purpose is to transform lives for the benefit of society. Our fundamental reason for existence as an institution is not just to offer classes, matriculate students, perform research contracts, and so on, but it is to transform lives in many, many ways for the benefit of society. This purpose is indeed broad, fundamental, and enduring. It is not, as it need not be, wholly unique. It is a purpose we continually pursue but will never fully achieve or complete. We pursue that core purpose through six values-learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each of these is tempered by a particular attitude of this institution. Learning occurs in a caring community, all of us students, helping one another grow. Discovery entails both expanding knowledge and human understanding. Freedom exists to seek the truth and express it. Leadership consists of the will to excel with integrity and the spirit that nothing is impossible. Individual opportunity occurs through many options, diverse people and ideas, within one university. Responsibility means serving as a catalyst for positive change in Texas and beyond.

"After the larger group of 75 endorsed the core purpose and core values, we on the Mars Group met with then-interim President Flawn and briefed him on our process and progress, [and] he made a few suggestions. We also discussed the core purpose and core values at a retreat with the deans and Executive Officers in September. We made a presentation of core purpose and core values to the Regents…in the retreat they had in September. Out of all these things there have been some minor words changes, but ones that the Mars Group did not feel were necessary to reconvene the group of 75, and those have been incorporated into the document that you have.

"Resorting again to the U.S. history analogy, if the core ideology is seen as kind of a declaration, the next step seems to be some sort of campaign to use our ideology to accomplish something extraordinary. Visionary organizations, according to Collins, constantly seek alignment to their core ideology through goals, strategies, tactics, and organizational design. They nurture and select their leadership based on fit with core ideology.

"Collins says the single most important point of his book is the critical importance of creating tangible mechanisms to preserve the core and stimulate progress-always to preserve ideals, but also to move ahead toward change. He observes that great organizations preserve their core and stimulate progress by five mechanisms. First, they create a culture wherein the organization becomes a great place to work for those who buy into the ideology. Second, they utilize home-grown leadership; they promote from within, bringing to senior levels those who have spent a significant amount of time steeped in the values of the organization. Third, they commit to challenging, audacious, and often risky goals. Fourth, they try a lot of stuff and keep what works; they create high levels of action and experimentation, often unplanned and undirected; they produce new and creative venues for progress. And fifth, they create a continual process of relentless self-improvement, with the aim of doing better and better forever into the future.

"The next step after identifying this core ideology will be to find a way at UT to stimulate progress while preserving our core, our own way to create a culture within the University of Texas where it can become a great place to transform lives for the benefit of society. We need to find our own challenging, audacious, and risky goals which promote learning and discovery on the campus. We need to try a lot of stuff, our own stuff, and keep what works, exercising the freedom to seek and explore many options. And we need to identify areas for continuous self-improvement in order to execute our responsibility to serve as a catalyst for positive change in Texas and beyond.


  "I approached this whole process, as I am sure many of you are approaching it in your minds right now, as something of a skeptic. I am in general curious about processes somebody says are as general as Jim Collins does when he talks about organizations built to last; however, I have become a real convert on this. I think, for one thing, the book is really pretty dazzling in terms of its identification of truths in organizations that could apply really quite appropriately to a university. But the thing that has been much more convincing to me was sitting in those Mars Group meetings on those Tuesday and Thursday mornings and having discussions with my colleagues like I thought I was going to have every day as an academic when I got into this business, but in fact those are some of the few times when we actually sat down and said, 'Okay, what are we up to here? What are we about, and how can we do it better?' Those were truly inspiring discussions. Now if somehow…we can stimulate those kinds of discussions with our colleagues, that alone makes it more than worthwhile.

"I also have actually, in my own classes and in my own school, tried a little bit of this. Okay, what does it mean to transform lives for the benefit of society, and am I doing that in my class? And are we doing that in our school? I think the results of that have been thought provoking and positive. This is a first step in a larger process, but I think one that has enormous potential to improve the University."

Chair Gilbert thanked Dean Speck for his presentation and said: "That is a tremendous foundation for the subsequent presentations. I am getting more and more involved in this and getting more and more enthusiastic about the level of excitement that exists on campus. I think it is important that we as leaders on campus get knowledgeable about these initiatives that are being developed, because I think it will be very important to the health of the future of our institution."


A. Change in the Regulations in the General Information Catalog Concerning Dropping a Course after the Fourth Week of Classes (D&P 16512-16513). (APPROVED)

Robert A. Duke (Music), Chair of the Educational Policy Committee, presented the proposed Change in the Regulations in the General Information Catalog Concerning Dropping a Course after the Fourth Week of Classes (D&P 16512-16513). "It pertains to a small issue…that was brought to us by the student deans. It involves dropping one signature of four on the Drop Form for students between the twenty-first class day and the mid-semester deadline for dropping [a course]. It also clarifies that the dean who is mentioned in the General Information [Catalog] is the dean [of the school or college in which the student is enrolled] and not the dean of the school or college in which the course is offered. Basically this legislation just changes one thing in the procedure; it drops the requirement that the chairman of the department offering the course needs to sign the drop sheet during that drop period.

On behalf of the Committee, he moved that the legislation be approved. Without discussion, the motion was APPROVED by a voice vote.

B. Change in the Principles for the Development of the Academic Calendar for Summer Terms (D&P 16187-16189), and Recommendations from the Educational Policy Committee (D&P 16514-16516). (TABLED TO A SUBSEQUENT MEETING)


  Secretary H. Paul Kelley (Educational Psychology) reminded Council members that the proposal for a Change in the Principles for the Development of the Academic Calendar for Summer Terms (D&P 16187-16189) came to the Faculty Council late in the previous spring. At that time, the Council decided to refer the proposal to the Educational Policy Committee for its recommendations. That committee's recommendations had been distributed (D&P 16514-16516), so the motion made last spring that the Council approve the recommendation from the Academic Calendar Committee was the motion on the floor.

Michael H. Granof (Accounting), Chair of the Academic Calendar Committee, said: "This motion was brought to the Council at about 4:30 p.m. at the last meeting of the year, the academic equivalent of the dead of the night. We did not wish to discuss it at that point…; as a consequence it was [referred] to the Educational Policy Committee. The Calendar Committee has not yet met [this academic year], and we would like to consider the comments of the Educational Policy Committee. Therefore I move to table [action on this motion] to a subsequent meeting, probably February or March."

The motion to table was APPROVED by a voice vote.

C. Recommendation for a Change in Regents Rules Concerning Suspension of a Faculty Member With Pay (D&P 16517-16519). (APPROVED)

Alan W. Friedman (English) presented the Faculty Grievance Committee's Recommendation for a Change in Regents Rules Concerning Suspension of a Faculty Member With Pay (D&P 16517-16519). He said: "There are two slight complications in what we thought would be a fairly simple and straightforward motion.

"The document that the Grievance Committee received, which we thought was a clear and accurate statement of the Regents Rules, read that it was concerning suspension of a faculty member without pay, so we just blithely proceeded to read it that way. It was not the point at issue and so we never looked at that clause carefully until [Vice Provost and Counsel to the President] Ohlendorf pointed out to me, 'You can't possibly mean this'; and she was quite right, we didn't mean it. So all of the documentation which refers to a recommendation from the Grievance Committee concerning suspension of a faculty member without pay should be changed to what it was always intended to be, which is with pay.

"Now, having said that, let me move on to the substance of the concern and the complication regarding that. The substance of it has to do with the fact that under present Regents Rules and the [UT Austin] Handbook of Operating Procedures, a faculty member may, under special circumstances-extraordinary circumstances-be suspended with pay by the President, unilaterally; that is a right and responsibility of the President to determine. What we are asking for is not that the President's right…or authority…be compromised in any way, but simply that consultation…be undertaken with the appropriate faculty advisory committee in this area, which would be, on this campus, the [Committee of] Counsel on Academic Freedom and Responsibility. That is what the resolution is designed to change-to urge upon the President the consultation with the Committee of Counsel on Academic Freedom and Responsibility concerning the propriety of the length and other conditions of the suspension.

"Now, the complication here is that we would like this motion to be addressed both to the administration on this campus, and therefore to the [UT Austin] Handbook of Operating Procedures, and also to the Regents, and therefore to the Regents Rules. [Dr.] Ohlendorf has already initiated an inquiry into whether the Regents would be willing to change the rules on this in accord with our recommendation…. What we want to do in any event is to accomplish what we can, which I believe is to change the [UT Austin Handbook of Operating Procedures]. [The Executive Committee of the Council has]


  discussed this with the President (who has indicated his willingness, as I understand it, to support this change, or at least raise no objections to it in the discussions), so I…move…that we make this recommendation for the change in the [UT Austin Handbook of Operating Procedures], with the further implication that we will carry through on our intention of trying also to [get it changed] at the regental level."

Chair Gilbert said: "Before we open discussion on the motion, I would say that the UT System [Faculty] Advisory Council has, in fact, taken this particular resolution under consideration; [they] did not [take] any action at the meeting…this past Friday, but I suspect that [at] the next meeting, which will occur in the spring, they will make a recommendation to the Board of Regents on this particular issue."

Prof. Friedman pointed out that other campuses within the UT System may not have an identically-named committee to consult with, so the generic wording to apply to all institutions in the UT System would be the academic freedom committee; that would be, on each of the campuses, whatever committee deals with issues of academic freedom. However, the appropriate wording for the motion to change only the UT Austin Handbook of Operating Procedures is the Committee of Counsel on Academic Freedom and Responsibility."

Executive Vice President and Provost Steven A. Monti said: "We have not invoked this particular provision, at least in my recollection, very many times. But every time it has been considered, this is exactly the procedure that we have followed. We have consulted with the Committee of Counsel [on Academic Freedom and Responsibility], so I think this is certainly appropriate to put into our rules and regulations."

Without further discussion the motion was APPROVED by a voice vote.

D. Resolution of Appreciation for H. Paul Kelley's Services to Faculty Governance at UT Austin. (APPROVED)

Chair Gilbert called on Chair Elect Shelley Payne to introduce an unannounced fourth item of New Business.

Chair Elect Shelley M. Payne (Microbiology) said: "H. Paul Kelley has had a career at the University of Texas at Austin that spans over fifty years. He entered the University in the 1940's, earning a B.A. in 1949 and an MA in 1951. He attended graduate school at Princeton and was awarded a Ph.D. in 1954. He returned to Austin and is presently Professor of Educational Psychology and Director of the Measurement and Evaluation Center. He has been an important contributor to his academic discipline, but today it is another aspect of his academic life that we want to honor-his extensive and dedicated service to the University as secretary of various faculty governance organizations.

"Dr. Kelley first served as Secretary of the Faculty Senate for four years, 1975-1979, during a period when a young faculty member named William Livingston was Chair of the Senate. In January, 1981, he was elected Secretary of the General Faculty, a responsibility he has held ever since. Dr. Kelley's service as Secretary is well known to all who have served in or worked with the University Council and later the Faculty Council. He has helped guide the procedurally challenged among us in the proper composition and presentation of legislation. He has been responsible for managing and insuring the smooth operation of many of the functions of the Council. But more importantly, he represents the institutional memory-the history and the traditions that are so critical to successful faculty governance.


  "It is to Paul to whom we have all turned repeatedly for his wise counsel and insight, particularly during the deliberations that resulted in the recent successful efforts to strengthen faculty governance on this campus; therefore, be it

Resolved, that the Faculty Council recognizes the long and valued service of H. Paul Kelley as Secretary of the General Faculty. The Faculty Council expresses its gratitude to him for his many contributions through the years to the Faculty Senate, the University Council, and the Faculty Council."

The resolution was APPROVED by a standing vote with applause.

Chair Gilbert then presented Prof. Kelley with a framed certificate, signed by Peter T. Flawn, President ad interim, and William H. Cunningham, Chancellor, that said:

The University of Texas at Austin in recognition of 20 years of dedicated service as Secretary of the General Faculty, University Council, Faculty Senate, and Faculty Council presents this certificate to H. Paul Kelley, December 8, 1997 with gratitude for untiring and dedicated service.

Chair Gilbert next said: "Because we do have individuals here with tremendous institutional memory and [who are] eloquent in their remarks, I am going to call on Bill Livingston, who was alleged to be a young faculty member back in [1975]."

Senior Vice President William S. Livingston made the following remarks: "I want to say first that the myth of aging that has been propagated in the meeting by the Chairman of the Council and the Chairman of the Board needs to be slightly modified, because if I represent anything that reaches toward a half-century of service in this institution, I want all of you to know that Pete Flawn and Paul Kelley were here at the same time I was here and deserve all the bad sass that comes to me.

"I have been asked to say a few words this afternoon about Paul Kelley-words appropriate to the conclusion of his long term here as secretary of practically everything. As you know, Kelley has been secretary of this University through many long years-years of dismay as well as years of triumph. I might also call your attention to the fact that as general secretary he has held the same office here that Josef Stalin held in the Soviet Union during the period of its most unalloyed tyranny.

"Moreover, to say a few words about Paul Kelley is a rather daunting task since he has been reporting our words-in full-for a quarter of a century or more. He has chaired this and he has secretaried that for more years than any of us really want to remember, and the idea that he will cease to do so is both inconceivable and quite unacceptable. He has been our amanuensis, our conscience, and our prod. So I ask you-who will now record our blatherings, call us back to integrity, and drive us on to action?

"Kelley has become the master not only of protocol but of historic preservation, and he adds daily to the archives. He makes copies of all of his e-mails and files them away. And the briefcase-ah, the briefcase! It began as a thin and flimsy little thing, and in recent years it has flourished and burgeoned, and has grown ever more capacious. It is now of double depth and triple width, heavy, cavernous, and probably indexed. More like a suitcase, I should say, than a briefcase.


  "Paul Kelley knows more about what is going on in this University than most of the administration will find comfortable. And as Director of Measurement and Evaluation he knows more about most faculty than most faculty would be comfortable with. But I have to say, Paul, that there has never been a single hint of needless gossip, or heedless blackmail. Moreover, Kelley is one of the not very many people on this campus who are supremely versed in parliamentary procedure, of which he is the undoubted master. He has kept us doing the right thing but also kept us doing it in the right way.

"I would say to you, Paul, that two people in particular look down on you from heaven with great satisfaction. One is Governor Oran Roberts, the 'Old Alcalde' who was the father of the University of Texas, and the other is General H. M. Robert, whose rules of order have long whetted your sense of punctilio and in consequence have long governed our deliberations. Both Robertses, I suggest, would be pleased with what you have done to achieve their purposes and perpetuate their policies.

"To contemplate the character and fate of this institution without Kelley calls to mind other great crises of modern history. At the attack on Pearl Harbor, for example, at the deaths of Roosevelt and of Elvis Presley, at the retirement of Johnny Carson-on all these occasions we were left saying to ourselves, 'What shall we do now?' And so it is with the retirement of Kelley. People say the only constant in our lives is the inevitability of change. But some changes are worse than others, and this one poses the danger that what appears to be merely a disjuncture in our continuity will in fact cause us to become dysfunctional in our corporate essence. (I speak in these terms because Kelley is a psychologist.)

"But we do indeed face a problem of vast reorientation. Does the earth no longer spin? Will the tides not rise and fall? Is the northern star no longer constant? Is Kelley no longer to serve at the head or at the elbow of this faculty? Life without Kelley is likely to be either turgid or tumultuous. And it will pose no mean challenge for his successor-though our successor himself is a man of great probity and great skill, and will lead us through the forest if anyone can do so.

"As for Kelley, let his name be enshrined forever in our memory and let his briefcase, his wide-brimmed hat, and his copy of Robert's Rules of Order be lodged in our new museum among the memories and mysteries of our common culture.

"Paul Kelley, we salute you and we wish you Godspeed to whereever you are going now."

Secretary Kelley responded: "I suspect …that, since my first stint as Secretary was with Bill as Chair of the Faculty Senate, you will understand why I have stayed all these years in the secretaryships. It was a stimulating four years, [though it became] very somber…when the Faculty Senate boycotted the University Council for [one] year. So we have been through tumultuous times, indeed.

"There was mention of myth; I think I should [prevent one from getting started]. Shelley, in her very nice words, said that I entered the University in [the 1940's] and graduated in 1949. I know we have a problem with people taking a long time to get degrees, but I [entered in] 1945 [and] did manage to finish a Bachelor's degree in four years ….

"It has been a great honor and a privilege that I cherish very much to have been given the opportunity to serve since 1981 as the Secretary of the General Faculty. I need to thank a lot of people for their help that they have given me along the way-the officers of the Faculty Senate [and] University Council (now the Faculty Council), [and] the staff of the Office of the General Faculty-Frieda Speck, and all of the other staff members who have worked in that office during these years. I need to thank the staff of the Measurement and Evaluation Center, who have supported me and [helped] me carry out the tasks of the


  General Faculty during these years-Michael Barrett, who has been helping me most recently; Nancy Earl, who helped before that, and my Assistants Liz Landeros and…Carol Whitt….

"I have appreciated the opportunity to help make this a better university. Serving on the Faculty Council…is not glamorous or (in Karl Galinsky's word) 'glitzy'; but…faculty governance, collegiality in university governance, [has] been vital in the development of the University of Texas at Austin. It must be protected and…improved; even though the work is sometimes dull and boring, it is always important…. It has been hard won, and we must…maintain it and work together with the Executive Officers, System-level administrators, and Board of Regents in preserving and improving this institution.

"All of this sounds like I am retiring, [but] I am retiring only as Secretary of the General Faculty. I am still going to be…full time at the University, and I intend to continue attending meetings of the Council…. And it is a good thing that I am not retiring, because I still [have many] loose ends that I need to get tied up; in fact, I have promised John Durbin that I will not impose all of those loose ends on him…. At whatever point in the future that I do retire, though, I am sure that I will not just disappear; it is going to take me years …to clean out my office.

"Thank you all very much."




The meeting was adjourned at 4:10 p.m. The next regular meeting of the Faculty Council is scheduled for Main Building, Room 212, on Monday, January 26, at 2:15 p.m.

A reception honoring Secretary Kelley followed the adjournment of the meeting.

Distributed to members of the Faculty Council January 20, 1998.




The University of Texas at Austin

Core Purpose

To transform lives

for the benefit of society.


Core Values


A caring, community, all of us students,
helping one another grow.


Expanding knowledge and human understanding.


To seek the truth and express it.


The will to excel with integrity and the spirit
that nothing is impossible


Many options, diverse people and ideas,
one University.


To serve as a catalyst for positive change
in Texas and beyond,