Title

University Archives Audio-Visual Collection

Description

Audio-visual recordings created by campus departments, students, and faculty. May include public relations, sports, and other departments. May also include recordings produced by the ITS department, when that department was involved in media production for the campus.

Collection

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Local Identifier
0107_ua_000043
Date Created
1972-03-07
Description

[00:00:19] Lew Litze, international president of the Cal Poly Alumni Association, welcomes the audience to the Poly Grove [00:00:31] Litze gives the history of the grove [00:00:51] Litze tells story of the first graduating class in 1906 planting the first oak tree in the grove [00:01:41] Litze reflects on how large the university has grown since 1906 [00:02:15] Litze talks about the current student body's awareness of ecology and environment [00:02:38] Litze speaks on the roles of women at Cal Poly [00:03:32] Litze says that the Alumni Association is proud to place the plaque honoring the original 8 graduates that worked hard to organize the Cal Poly Alumni Association [00:04:40] Litze introduces President Robert E. Kennedy [00:05:14] Kennedy talks about students planting trees all over campus [00:05:57] Kennedy says he would not cut trees down to make space for a building

Local Identifier
0107_ua_000044
Date Created
1972-03-07
Description

[00:00:00] Audience chatter before speaker takes the podium [00:00:26] Howard West, Associate Dean of Resources and Planning and Educational Director of Poly House welcomes audience to the ceremony [00:01:45] West talks about when President Kennedy told him about the concept and potential activities of the Poly House [00:02:33] West talks about the work done by the Poly House Committee Advisors to make the House a reality [00:02:57] West introduces the Poly House Committee Advisors and various campus departments [00:04:32] West introduces President Kennedy [00:05:18] Kennedy names special guests that are present in the audience [00:09:30] Kennedy talks about wanting to find a way to use the house as an educational, cultural, and social asset for the university as a whole [00:11:20] Kennedy thanks more people for their contributions to the project [00:12:37] Kennedy talks about the difficulties of remodeling a house compared to rebuilding one [00:13:12] Kennedy talks about the errors and corrections that happened throughout the "real learning by doing" experience that remodeling the house was [00:15:20] Kennedy calls out people in audience for their close supervision and involvement on the project [00:17:53] West and Kennedy unveil the plaque [00:18:30] Howard and Kennedy read the dedication on the plaque with the history of Cal Poly Presidents living in the house and the new mission of the house [00:20:30] West reminds the audience of another founders day activity and opens the house to tours [00:21:22] West gives a closing statement

Local Identifier
0107_ua_000045
Date Created
1971-03
Description

[00:10] Raymond DeGroote, leader of SNAP, along with other student groups, asks Cal Poly President Robert E. Kennedy to answer questions about controversies on campus [01:00] DeGroote introduces the students representing the various organizations [01:19] Kennedy says a few statements about the format and major issues of the discussion before the discussion begins. [01:53] Kennedy says the students' main issues they wanted to talk about are foreign student tuition, Vrana case, Dr. Rizzo case, and the resident halls open/closed door controversy [03:57] Hasan Fahdrad, Leader of Iranian Student Association, asks Kennedy questions about foreign student tuition and other issues related to foreign students [05:30] Kennedy explains the technicalities of the out of state and foreign student tuition fee increases [07:12] Kennedy answers questions about foreign students night performance [09:31] John Mason, President of the Ecology Action Committee, asks questions about Professor Vrana's evaluation for tenure [10:10] Kennedy says Vrana was first denied tenure in 1969, but given a 5th year of employment and was not to be evaluated in the 5th year [11:55] Kennedy tells the story of Vrana's case chronologically [13:40] Kennedy tells of the University accreditors for the school of engineering saying that not enough instructors in the physics department had Doctorates to receive accreditation in the future [15:20] Kennedy says he could not give any more members of the department tenure until they had received the Doctorate [15:57] Kennedy reaffirms that this was the only reason Vrana was not given tenure, not other issues [16:20] Kennedy says Vrana filed a grievance and was sat before a board chosen by the academic senate who decided he should not be given tenure [18:56] Kennedy tells the manner in which he agreed to offer tenure to Vrana if he attains his Doctorate [21:09] Mason asks Kennedy why instructors in the English and Business departments were granted tenure with only Bachelor's degrees [21:26] Kennedy says that each department has its own minimum academic requirements for a faculty member to be granted tenure [22:58] Kennedy says that Clyde Fisher gave him the recommendation to not grant tenure to Vrana long before Vrana spoke against the SLO County Development Association [23:12] cut between side A and side B [23:50] Kennedy says that he and the faculty department agreed when Vranna gets his Doctorate he will be offered employment at the same position he currently holds [24:22] Kennedy states that it is not up to the president to give tenure, but the Board of Trustees operating within the rules of regulations regarding tenure [25:10] Kennedy reaffirms that Vrana is assured a job when he comes back but Kennedy cannot legally give instant tenure [26:16] Vranna says his letter from Kennedy does say he would reemployed but did not mention tenure upon return [26:34] Kennedy gives same reply as earlier, that he would give tenure if legally possible [28:57] Kennedy says that faculty members should abide by the political code of ethics and limitations set by the Academic Senate and The American Association of College and University Professors [29:39] Kennedy emphasizes faculty responsibility in connection with freedom [31:25] Kennedy explains why the American Legion article was in Rizzo's personnel file [34:12] DeGroote asks Kennedy to denounce the American Legion article quoting Rizzo's comment from the Mustang Daily were the same as what emanates from Hanoi, Vietnam [35:00] DeGroote reads the article from the American Legion about a petition from Cal Poly Faculty to President Nixon which features quotes from Rizzo about US involvement in Vietnam [37:47] Rizzo asks Kennedy if he will publicly denounce the line in the American Legion article that states Rizzo's line emanates from Hanoi [39:05] Kennedy says he cannot denounce the line because he is not sure if it has never been said by someone who is in support of communism [39:18] Kennedy says the question is unfair because he cannot denounce only one portion of a statement [40:03] DeGroote asks why instructors cannot sit in on their own evaluation meetings [40:25] Kennedy says each department has specific procedures for evaluations [41:25] Dr. Ericson, Dean of the School of Communicative Arts and Humanities, states that the evaluation committee did not know about the American Legion newsletter and so it was not part of their evaluation of Rizzo [41:47] Ericson says that it was his own responsibility to put things in personnel files and it is does not matter if President feels they are appropriate or not [42:37] Ericson states that there is a letter from a similar organization in his own file at Central Washington State College from debating against US involvement in Vietnam that squarely lists him as communist [44:27] Kennedy explained the procedure that Rizzo went through in his grievance and case evaluation process [45:35] Kennedy says that the department procedure excludes the people being considered to be involved with the tenured members in the meeting unless they are called in to the evaluation meeting by the members [47:45] Ericson talks about Rizzo's political activities in his first year teaching [49:14] Ericson says Rizzo's department voted him to be retained and promoted after his first year teaching [50:03] Ericson states Rizzo refused to teach courses assigned by his department head in his second year teaching [51:04] Ericson states that any instructor, even with tenure, who refuses to teach freshman courses will not receive his support for retention

Local Identifier
0107_ua_000046
Date Created
1971-03
Description

[00:03] Rizzo states the terms he specified in his letter of acceptance [01:44] Rizzo read a quote from a tenured member of the English Department saying his liberalism was on a crash course with Cal Poly's conservatism [02:52] Rizzo asks why anything belongs in someones file that does not retain to academic performance [03:45] Rizzo asks why his political activities should be mentioned in the letter recommending his promotion [04:35] Kennedy dispels the idea that this is a direct confrontation between him and Rizzo [06:38] Kennedy says that the members of the department were the ones who voted and decided on this issue [07:10] Rizzo starts criticizing the majority of the Cal Poly Administration, the majority of the tenured faculty for having a 'locked in system' [08:35] Kennedy asks the students to return to the format that they agreed to carry out this discussion [08:45] Kennedy offers Rizzo a political form to discuss his ideas further [09:40] DeGroote asks Kennedy what he has to hide [10:23] Female faculty from the English/Speech Department speaks [12:44] DeGroote asks again why members cannot sit in on their evaluation meeting [15:00] Small cut between Side A and Side B of tape [15:06] Kennedy says the committees followed the procedures that were developed statewide by numerous state colleges [16:10] Kennedy calls the situation that Rizzo agrees to teach freshman courses an 'after the fact' situation [16:54] Raymond DeGroote asks if instructors are allowed to use supplemental readings [17:40] Kennedy refuses to denounce the actions of the department about books [19:13] Raymond DeGroote talks about the issue of students and faculty not being allowed to print materials on campus with their ideas on it [20:01] DeGroote comments that students cannot publish things free of charge [21:05] Kennedy invites, Michael Dylan, the representative of the ad-hoc dorm residence group to ask his questions [21:45] Dylan reads statistics about students who favored close door visitation and unlimited visiting hours [23:04] Dylan asks why the school has 'to play the babysitting role' for students by segregating housing by gender [24:00] Kennedy says the sent a questionnaire to students and parents for their opinions on the housing contract [25:45] Dylan asks how the university will enforce the segregation of students' whose parents voted against the student's decision [26:56] Dylan asks why students cannot hang decorations in the dorm [27:30] Kennedy says he would like to ban alcohol and billboards but cant because its not up to him as other people don't agree [28:20] Kennedy pleads ignorance on the question about hanging things in dorm screens

Local Identifier
0107_ua_000050
Date Created
1971-03-08
Description

[00:00:03] KCPR test [00:02:03] Audience member says Kennedy should step in to prevent the shutting out of a qualified instructor [00:02:53] Kennedy says he has not always accepted the recommendations for tenure made by tenured faculty [00:06:44] Kennedy reads a document that states that faculty status such as reappointment and tenure is primarily a faculty responsibility [00:07:45] Kennedy says the document says the president must at times by required to interfere in these decisions for the benefit of the department [00:09:26] Kennedy talks about the "typical" political climate of the San Luis Obispo community compared to the rest of the country [00:13:04] Kennedy talks about the ROTC and dissent on campus [00:14:12] Kennedy explains the process of assessing an instructor for tenure [00:19:15] Kennedy says that after he receives the recommendations from the Dean, the tenured members of the department, the department head, and the faculty personnel review committee, that he has the final say on granting tenure [00:20:07] Dean Fisher talks about how different departments decided their own procedure for evaluating instructors for tenure [00:21:45] Kennedy reads from the College Administration Manual that has rules and regulations about personnel evaluation [00:24:20] Kennedy highlights that the Academic Senate and faculty representatives have read through and agreed with these regulations [00:25:15] Speaker clarifies what the Academic Senate is for the audience [00:26:43] Kennedy says the faculty member being evaluated signs the evaluation indicating that he has been told what is in the evaluation [00:28:00] Kennedy says that he told Vrana to file a grievance if he did not agree with the final decision for tenure [00:29:20] Kennedy says that he is surprised by the committee's decision to uphold the Vrana decision [00:30:22] Kennedy rereads the categories for evaluation accepted by the Academic Senate [00:33:09] Kennedy talks about his push for more student involvement in evaluation and the Assist Program [00:37:25] Kennedy talks about his Doctoral Dissertation about a decision process for the State College System [00:39:15] Kennedy talks about the process of obtaining his Doctorate and teaching/working at the same time [00:44:15] Kennedy starts to talk about the college's accreditation in 5 engineering programs [00:44:54] Kennedy talks about the exit interview with the accreditation team that is not included in the official report which revealed weaknesses in the support programs for engineering such as physics and chemistry [00:46:06] Kennedy talks about receiving criticism from legislators for introducing Linus Pauling at Pomona because he was on the Un-American Activities list [00:48:17] Kennedy tells the story about how he was unable to hire Pauling as a faculty member because Kennedy was unable to provide him with enough space to continue Pauling's research [00:50:50] Kennedy explains what the 5th notice year is [00:54:56] Fisher explains the process of recruiting Mulenar as he was working on his dissertation, who never finished his work despite promising to finish it year after year [00:59:00] Fisher says the Doctorate is the degree that is required at most institutions to get a job [00:59:57] Fisher explains the importance of having a first-rate degree upon graduation [01:01:08] Kennedy explains the different types of accreditation that the university and its various areas can receive [01:02:15] small cut between side A and side B of the cassette [01:03:00] Kennedy talks about the importance of accreditation and the university's reputation among employers [01:04:16] Kennedy says his responsibility is to maintain the school as a top tier reputation [01:04:58] Kennedy says that there are a number of people that only want to see the President fall off of his supposed pedestal [01:05:30] Kennedy talks about his rise through the ranks at Cal Poly [01:06:40] Kennedy says his responsibility is not to protect one employee's right to continued employment, but to maintain the excellence of the institution [01:09:46] Fisher talks about what accreditation teams look at when evaluating an institution [01:11:46] Fisher continues to speak about Mulenar and tenure [01:14:19] Fisher explains what a Ph.D shows about a man [01:16:08] Kennedy says that the institution does not usually hire people who accept their job with conditions [01:17:54] Ericson talks about what Rizzo was told to do his particular teaching schedule [01:21:45] Kennedy says that they don't write letters as anything other than good faith [01:22:15] Kennedy talks about how presumptuous it is to not want to teach freshman courses [01:24:08] Kennedy reminds the students that it was the tenured members of the faculty who wrote the recommendation to the administration [01:24:27] Kennedy says there is no change in the position of the tenured members of the faculty [01:27:00] Kennedy says that Rizzo will cooperate only because he faced backlash from not teaching freshman classes [01:30:48] Fisher explains channels to which students can make their voices heard about instructors that may not like [01:32:55] They talk about the fairness board for venting complaints for students who feel they are being treated unfairly [01:35:35] Kennedy defines what tenure means [01:39:39] A student comments how the letter from Rizzo about freshman courses went unchallenged [01:40:53] the student says this makes this situation seem more like the result of a personality clash [01:42:46] Ericson says that the letter sent by Rizzo is not the contract that he is functioning under but the contract he signed during the past Spring [01:47:01] Kennedy says Rizzo was very uptight about having to do things that the students say he would do so willingly [01:47:40] Kennedy says Rizzo started to expound the issues with his colleagues into his classes [01:50:51] Ericson says that he heard Rizzo was too concerned with writing a book to teach freshman course and thus questions his concern for students [01:53:50] Student says he cannot understand why Rizzo is being fired over freshman classes [01:54:49] Kennedy explains that Rizzo is not being fired, but professors are to be evaluated and reappointed each year when they have not been granted tenure [01:56:24] Kennedy explains that the tenured faculty members did not recommend Rizzo for reappointment during a probationary year in order to best suit the department's needs [01:57:09] Kennedy talks about how much protection employees have in the academic environment compared to other industries [02:00:20] Kennedy warns about the problems possibly created by setting the precedent of the president the power to overrule faculty decisions for any reason

Local Identifier
0107_ua_000051
Date Created
1971-03-08
Description

[00:00:00] Beginning of conversation between Robert Kennedy, Clyde Fisher, Dean Ericson, Fred Rizzo, Ralph Vrana, and a few other faculty members [00:01:15] Vrana says he will accept the terms of the public discussion of his case [00:01:58] Vrana asks if he can ask a question about which texts an instructor can require for their class [00:03:00] Kennedy says that faculty teaching the same course have an obligation to work together and agree which texts they are going to use for the class to cover the agreed upon requirements [00:05:15] Kennedy explains the unfair financial obligation for students when instructors use additional books in their class [00:06:40] Rizzo says he feels that he is being censored being forced to use only specific texts [00:07:30] Kennedy says he can prove there are no contradiction in his position [00:08:33] Kennedy explains sometimes the faculty have not agreed on a specific text to use in a course [00:09:20] Kennedy says he can understand Rizzo's position as an English instructor, but the situation is not the same in other fields such as math or science [00:10:56] Rizzo disagrees with Kennedy and says that little difference would be made in math and science classes if they used different texts [00:12:36] Kennedy says he is not in a position to evaluate the quality of text that every instructor uses, but the other faculty members in that field are [00:13:38] Vrana asks how much influence Kennedy has on what is put in the Mustang Daily newspaper [00:14:40] Kennedy says he opposed a trustee committee that tried to put restrictions on what political matters could go into college newspapers [00:16:25] Kennedy says he defended the freedom of press of a student publication, yet the Mustang Daily did not write about the story [00:16:55] Vrana asks if Kennedy or any other administration faculty have conferences with the editors of the Mustang Daily [00:18:36] Vrana asks about an instructor who does not have a Ph.D, or a degree in English, yet Kennedy overruled the chairman and dean giving him tenure [00:21:10] Vrana says that this instructor did not have to pursue further degrees to be granted tenure [00:22:20] Kennedy says they should try to avoid bringing in other cases [00:23:03] Kennedy does not want to violate the confidence of other personnel cases [00:25:10] Vrana pushes the argument that he has not been released because he does not have a doctorate [00:27:18] Kennedy says he had recommendations all the way to grant tenure [00:27:56] Kennedy asks Vrana to tell him his academic background about his degrees [00:29:44] Kennedy says he wants Vrana back on the Cal Poly faculty [00:30:15] Vrana says the total sum of all of his course work is equivalent to just under two doctorates [00:32:30] Kennedy says his greatest concern and motivation for his actions is the need to importance of accreditation for the department [00:35:28] Kennedy says the institution has never required instructors to publish work in order to keep their jobs [00:37:14] Kennedy says he has offered Vrana reemployment without change in rank or salary within three years [00:39:48] Someone asks what the difference between the Vrana case and the other instructor's case [00:41:15] Fisher explains why he made his recommendation against tenure in Vrana's case [00:43:30] Fisher says the primary reason for Vrana's employment has disappeared [00:46:24] cut between side A and side B of tape [00:48:53] Vrana says there is supposed to be a broadening of courses fit to his skill set, contra what Fisher said [00:49:53] Fisher says there are already tenured members of the physics department that have Vrana's skills so it does not make sense to add another tenured member [00:50:43] Fisher says there is no evidence of what Vrana says regarding an interdisciplinary major [00:52:30] someone says that they and Kennedy need to leave to other appointments

Local Identifier
0107_ua_000052
Date Created
1958
Description

[00:00:14] McPhee brings up the issue of not having a location for the convocation [00:00:45] McPhee talks about diversions of previous convocations such as the World Series [00:01:14] McPhee talks about the new gymnasium that could host the convocation indoors in the coming years [00:01:30] McPhee talks about seeing and talking to new students around campus [00:02:49] McPhee talks about the growth of the college faster than ever [00:03:18] McPhee talks about what links of all the people including students, faculty, and accreditors attending the convocation [00:05:14] McPhee talks about the origin of Cal Poly in 1903 and its evolutionary growth over the years [00:06:29] McPhee talks about how Cal Poly has kept pace with the educational demands of an ever changing society [00:07:07] McPhee talks about the challenge of keeping Cal Poly open during the Great Depression [00:07:52] McPhee discusses Cal Poly's objective and philosophy of educating those who can apply their knowledge to society [00:10:04] McPhee talks about how the educational structure of Cal Poly is different than that of other state colleges [00:12:39] McPhee emphasizes the student-teacher relationship that gives Cal Poly an impressive reputation [00:13:47] McPhee talks about the importance of having a vision to light the way for the future [00:14:31] McPhee talks about the general criticism of education at the moment [00:16:15] McPhee talks about the different intelligence and ability levels that people can contribute to society [00:17:36] McPhee talks about the importance of feeding the various employment needs of society [00:20:25] McPhee urges people to vote "Yes" on Proposition 3 in order to expand the educational opportunities that Cal Poly can offer [00:21:37] McPhee reminds the audience that building expansion is not enough, and must be accompanied with more teachers and instructors [00:22:30] McPhee wishes everyone a successful year [00:22:44] Conclusion of the convocation service

Local Identifier
0107_ua_000053
Date Created
1959
Description

[00:00:00] Caution: Loud Wind at beginning of speech and occasionally throughout [00:00:10] McPhee brings up anecdote about a windy day during an older convocation and hopes of moving the convocation inside [00:00:38] McPhee talks about his hope to move future convocations inside the new gymnasium [00:01:32] McPhee begins his speech by pointing out errors of other speakers [00:03:15] McPhee welcomes all of the new students [00:03:56] McPhee discusses the challenges he faces as leader of an institution that tries to be different in the age of conformity [00:04:48] McPhee emphasizes Cal Poly's objective of instruction for occupational education [00:05:18] McPhee describes the characteristics that define Cal Poly students from other college students [00:07:05] McPhee states Cal Poly students are not afraid of hard work and practice [00:08:13] McPhee praises Cal Poly students' willingness to try new things [00:09:06] McPhee discusses the reasons why employers are impressed with Cal Poly graduates [00:10:34] McPhee talks about the importance of being of service to society [00:11:50] McPhee discusses the warmth and friendliness of the Cal Poly student body [00:13:00] McPhee summarizes the points he has just discussed [00:15:10] McPhee offers advice for the coming year [00:17:10] McPhee insists on the utility of asking for advice, and balancing advice from people who know you and those who do not [00:18:06] McPhee urges students to find a group identity to learn new things and meet new people [00:19:14] McPhee discusses the importance of a time budget to obtain everything that students came to Cal Poly for [00:22:12] McPhee reminds students that there is more to college than being secluded with books [00:22:46] McPhee summarizes his three pieces of advice [00:23:28] McPhee comments on his plan and responsibilities as President for the upcoming year [00:23:41] McPhee talks about his job of keeping the Cal Poly program "sold" to the state legislature and education department [00:24:18] McPhee talks about protecting Cal Poly's interest of redefining higher education [00:24:48] McPhee talks about the time and energy needed to attend the high number of meetings with committees and personnel [00:26:15] McPhee provides the score to the Dodgers baseball game [00:26:40] Audience rises for the benediction [00:27:03] recording ends shortly after the benediction begins

Local Identifier
0107_ua_000055
Date Created
1967-09-17
Description

[00:00:00] Robert Kennedy greets audience [00:00:08] He explains the itinerary for the parents' day of viewing the campus [00:00:51] He says that this is the first time Cal Poly has ever invited parents [00:01:03] He is surprised by the amount of parents since his kids would not have told him [00:01:35] Kennedy says he will pinpoint three things: Week of Welcome, Higher Education, and Higher Education regarding Cal Poly [00:02:03] He begins explaining WOW and the students' role in it [00:02:59] There are also special programs that are tailored for specific aspects a student might be interested in [00:03:11] There are two speakers that are for both freshman and transfer students [00:03:32] WOW clubs will meet with the students' counselors, faculty advisors, academic departments while also registering and touring the campus [00:04:16] There will also be social events for the WOW Clubs like: dances, recreational events, watermelon feed, beach party, as well as climbing the "P" [00:04:33] WOW concludes with a Church night, the night before classes [00:04:57] Kennedy explains the importance of WOW week for students at Cal Poly [00:05:25] He then explains the system of Higher Education in California [00:06:07] He states the differences between Junior, State, Private, and Universities of California colleges [00:07:08] The agency that pulls these colleges together in California is the Coordinating Council [00:07:58] He then explains who governs each type of college in California [00:08:45] Following, he explains the admissions and entrance standards [00:09:20] The state colleges are comprised of the fastest growing college system of higher administration in the western world [00:10:19] He explains how state colleges provide in depth training for careers [00:10:51] He begins explaining Cal Poly's place in Higher Education [00:11:02] He also highlights the history of Cal Poly [00:11:30] He states that Cal Poly stopped allowing women to attend for 27 years [00:11:43] In 1940, Cal Poly was authorized to grant the Bachelor of Science for the four year curriculum [00:11:51] The first class to receive a BS degree was in 1942 [00:12:20] After a few historical events, the teaching staff has grown and the facilities have been renovated to keep up with enrollment growth [00:12:45] He then explains the imperative differences of Cal Poly and other State universities [00:12:50] Cal Poly focuses on the applied fields of agriculture, engineering, business, and home economics [00:13:17] It also was one of the first state colleges to have any departments of engineering, and it is one of the largest undergraduate enrollments in the West [00:13:51] Cal Poly's faculty members are some of the best educators that are involved in research, industry, and more [00:14:35] He explains how each students' curriculum is focused on its major while also incorporating support and general education courses [00:14:47] Cal Poly's curriculum is referred to as the "Upside Down" program [00:15:46] Past students, employers, and parents refer to Cal Poly as a "Healthy, friendly, constructive environment" [00:16:18] There are also other Cal Poly groups that heighten the positive experience at the college [00:16:43] Cal Poly received a framed copy of a joint resolution from the legislature, commending Cal Poly [00:17:53] Kennedy wants to provide the best educational experience possible for Cal Poly's students [00:18:35] Most students complain about the food in the cafeteria [00:19:25] Cal Poly students are expected to play an active role in decision making [00:20:16] Kennedy would now like to introduce the represented faculty members [00:20:47] The faculty members that are present, volunteered for this assignment [00:21:21] He then introduces each faculty member and the college they represent [00:23:56] Kennedy interrupts himself by telling an anecdote about one of the faculty members [00:25:04] He then resumes with the faculty introductions [00:25:54] Kennedy asks about the time schedule for refreshments [00:26:03] He asks if anyone has anyone questions [00:26:50] Dr. Lawson reminds the audience that there are special tours [00:28:00] Kennedy says everyone can now gather to the patio and enjoy the refreshments [00:28:40] Classical music begins playing

Local Identifier
0107_ua_000059
Date Created
1962
Description

[00:00:02] A recording plays over talking about young minds and dreamers [00:00:19] A speaker tells the faculty that they have already taken the dare [00:01:06] Students from all over the world have traveled to Cal Poly's campus [00:01:18] 5,000 young minds will come to campus and come in contact with them looking for what they will supply [00:01:59] The speaker adds that some faculty have taught for years, and says you are never truly ready [00:02:27] They are here to refresh their understanding of why they are at Cal Poly [00:02:33] Another speaker talks about the hardships of being a faculty member [00:03:21] The first speaker highlights that they are all "old-timers," so it's not entirely new information [00:04:06] The second speaker then concludes that they wouldn't be anywhere else [00:04:23] Most people probably stick around due to the year round climate, beach, or mountains [00:04:37] People might sick around due to the activities: fishing or hunting [00:05:06] However, the first speaker underscores the real problem is finding a house to settle down in San Luis Obispo [00:05:36] The second speaker highlights that no one really understand Cal Poly until they've been there awhile [00:06:07] The faculty enjoys their field and they stay for the young people [00:06:17] It is presented that teachers want to teach, that's why they are teaching [00:06:30] Teaching at Cal Poly is different, the students are taught the Cal Poly way [00:07:35] The Cal Poly community are doers, showers, as well as fighters and scrapers for what they believe [00:07:50] The second speaker mentions that, that is why Cal Poly has grown so rapidly [00:07:59] Cal Poly is the largest undergraduate school for Agriculture and the second for Engineering [00:08:54] All the faculty comes together to fight hard for Cal Poly [00:09:07] The first speaker underlines that Cal Poly is more like a family, including students, faculty and staff [00:09:56] The second speaker talks about the importance of helping the students [00:10:07] Cal Poly is not old enough to accept mostly "legacies," since it is only 20 years old [00:10:39] The students, instructor relationship is the most important [00:10:58] Two, distinctive terms that are Cal Poly's successful philosophies are: Learn by Doing and The Upside Down Curriculum [00:12:54] The importance of student, instructor relationships is reiterated [00:12:57] The same kind of training that started the development of the Pomona campus [00:13:12] Cal Poly is the only regionally designate state college [00:13:40] The campus is outside city limits, but it produces 7 million dollars per year [00:13:57] It also has its own police and firefighter department with its own hospital [00:14:22] It also has its own transportation system with the largest car and bus pool for state colleges [00:14:57] El Mustang is a self supporting poly project that is both a public and printed newspaper created by students [00:15:55] The Cal Poly handbook and catalog are resources for the faculty [00:17:49] Cal poly is a college that has its "sleeves rolled up" [00:18:18] Organizations on campus will probably exceed eighty [00:18:58] The student activities office is set up to guide students [00:19:05] The college health center is also ready to help students [00:19:59] The counseling center is prepared to help students with any problems [00:21:45] The supplying of the facilities is also a challenge to accommodate due to Cal Poly know being a meeting place [00:23:19] The students, faculty, etc. are all apart of what makes Cal Poly's Product, which stems from the atmosphere on campus [00:23:37] Other distinguished victors have talked highly of Cal Poly while visiting [00:24:44] Singing concludes the talk