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Dick wishes to work with faculty to develop criteria that will allow them to demonstrate
their growth. My questions are: Will this follow the progressive model of learner
evaluation? What kind of support will faculty receive in order to grow in the above
areas?
By placing his criteria for faculty excellence in a 'for your eyes only' memo to the board, does he mean to imply that he is unwilling to make such criteria public? Is it really necessary for him to use confidential memos to defend himself against arguments he imagines will be made against him by faculty or students? Is this in the collaborative, democratic spirit? Dick mentions that the Ph.D. is one measure of 'teaching excellence' and having one shows a commitment to learning. I ask if faculty (and the community) at Goddard would agree with the following statement:
The process of obtaining a doctorate requires that an individual demonstrate skills in discipline?specific methods of inquiry. These methods of inquiry, which are tools of most thoughtful, intellectual pursuits, can only be modeled to students by those who have mastered and practiced research techniques. Does Dick want faculty to have skill in 'discipline-specific methods of inquiry' or the fundamental skill required for 'most thoughtful, intellectual pursuits?' These are two very different kinds of skill. Francis Crick, discoverer of D.N.A. and receiver of numerous awards and honors in science including the Nobel Prize in the field of physiology, |
describes research professionals as 'being trapped in their expertise.' However, the latter skill
speaks to our ability to think innovatively, make new discoveries, and develop new processes
of understanding. Is the president saying that these skills can only be modeled to students
by faculty who have 'practiced research techniques?'
If it is only those who 'have mastered and practiced research techniques' that are capable of thinking, innovation, and wise decision?making then society and democracy are in deep doo-doo! This view is tantamount to saying that real decisions should be put only in the hands of 'professionals.' This is not consistent with the democratic philosophy and underpinnings of Goddard College. At Goddard we believe that the democratic participation of everyone is necessary for the generation of adequate solutions to problems. What we hope to learn at Goddard is how to hone these skills, not mainly how to do discipline-specific research. This is the unique approach of Goddard which makes it special and the real social experiment intended by the school's founders. "The founders of Goddard College intentionally placed significant emphasis on the practice and theory of democracy in both academic and operational affairs." -- excerpted from Governance at Goddard College How does the president intend to serve this purpose? How does the president support existing faculty in this endeavor? On these issues he has been silent.
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