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.
[00:00:03] Julian McPhee discusses the work of the W. K. Kellog Foundation toward the advancement of material and ideological gains in the world [00:00:42] McPhee states that it was the Kellog Foundation that donated a horse ranch to Cal Poly in 1949 [00:01:16] McPhee talks about the role of Dr. Morris in facilitating the gift from the Kellog Foundation [00:01:51] McPhee lists the professional and educational credentials of Dr. Morris [00:02:28] McPhee introduces the President of the W. K. Kellog Foundation as the commencement speaker, Dr. Emory Morris [00:03:17] Morris talks about the memories that remain from the college experience [00:04:03] Morris says that education is the vital undergirding of modern society [00:04:37] Morris states he has long admired the teaching philosophy of Julian A. McPhee [00:05:25] Morris says he believes that modern education is improving at providing richer, fuller lives of individuals and their communities [00:06:10] Morris tells a story about a man whose vision was only focused on small things on the ground, gaining money but losing the joy of friends and nature [00:07:58] Morris talks about George Berkeley the Irish philosopher and his famous line, 'Westward, the course of empire takes its way' [00:08:37] Morris talks about all of the people that helped to build California [00:09:27] Morris talks about the progress of industrial economy based on individual specialization, but that humans remain social creatures [00:10:19] Morris says that perhaps it is inevitable that man finds satisfactions within a variety of groups, but it is important that we must learn to live away from the group just as we live in it [00:10:51] Morris notes the level of conformity traded for convenience and comfort [00:11:40] Morris affirms that the educated man must walk the tightrope between anarchy and conformity [00:13:04] Morris states that he recently read Eric Prone's Escape to Freedom, but thought 'freedom for what?' [00:13:30] Morris pauses for a train passing by [00:14:42] Morris says it is the job of education to decide what to use for freedom [00:15:25] Morris says the educated man is obligated to act in a noble and decisive manner [00:16:24] Morris quotes from Ian Foster's Two Chairs for Democracy [00:17:58] Morris talks about Alfred Nobel, the Swedish industrialist and inventor of dynamite, which he saw as a benefactor of mankind but his invention was perverted by the munitions industry for killing [00:19:01] Morris continues telling the story of Nobel seeing how the world viewed him through newspapers incorrectly reporting his death and obituaries [00:20:25] Morris calls upon the duty of educated citizens to mitigate the social waste of the average community [00:20:54] Morris tells a story about community integrity in which a boy threw a rock through a barbershop window, leading to members from the community supporting the barbershop whether they needed to or not [00:21:40] Morris quotes Confucius on wisdom, compassion, personal conduct, and governance [00:23:11] Morris reiterates that a truly educated person represents the chief basis of optimism going into the future [00:24:12] Morris ends his speech
[00:00:05] Mr. James King leads the opening prayer [00:01:14] Colonel Solway leads the Pledge of Allegiance [00:01:45] Mr. Wilson announces the names of people who members of the platform party but are not to be introduced in the program later [00:03:25] Wilson introduces further members of the Cal Poly family such as the group of pastors and leaders of campus organizations [00:06:54] Wilson introduces Barton C. Olsen, Chairman of the Academic Senate [00:07:07] Olsen speaks on the goals set forth for Cal Poly in Kennedy's inaugural speech [00:08:58] Olsen asks the faculty to examine their commitment to the educational and democratic process so Cal Poly will become a renowned institution [00:09:38] Wilson introduces Howard Zogg, Chairman of the Staff Senate [00:09:52] Zogg greets the faculty and staff, assuring them that they came to one of the finest universities in California [00:11:30] Wilson introduces Robbin Baggot, President of the Associated Students, to provide greetings from the student body [00:11:58] Baggot thanks the faculty for helping produce such productive students [00:12:26] Baggot assures the audience that the students have increased communication with the administration in order to improve the educational process [00:12:55] Wilson introduces President Kennedy [00:14:19] Kennedy states that he always becomes nervous when gets up to address the faculty [00:15:20] Kennedy says he is excited for the upcoming challenges for the college [00:16:11] Kennedy says the prevailing spirit and drive at Cal Poly are due to high expectations [00:16:45] Kennedy admits that there were periods in the history of Cal Poly when the future looked grim [00:17:56] Kennedy quotes a phrase about education from the first director Dr. Leroy Anderson [00:19:40] Kennedy says that he has fought battles for Cal Poly at any time or place necessary [00:20:20] Kennedy admits that these responsibilities take him away from the campus more than he would like and thanks the faculty and staff that also represent Cal Poly [00:21:56] Kennedy states that it may be more difficult than ever to maintain realistic goals, limitations, and direction with the beginning of the "University Era" that officially begins this new season [00:22:58] Kennedy states that as long as the role of the university is undefined, they will be able to bend to the needs of society [00:24:00] Kennedy explains why Cal Poly kept its nickname and kept the "Polytechnic" in its name rather than fit uniformly with the other State Universities [00:25:28] Kennedy says he was pleased with the recommendation to keep the name in order to not lose the heritage and educational direction [00:27:20] Kennedy describes the importance in keeping the Cal Poly name [00:28:52] Kennedy says Cal Poly must continue to award faculty for their teaching of students [00:29:42] Kennedy says that the Polytechnic title may turn off the counter culture kids in society [00:30:42] Kennedy says the careers within the system that the counterculture find the most distasteful are the same jobs a polytechnic institution is most likely to produce [00:32:32] Kennedy hopes Cal Poly will be able to fulfill the niche once considered the role of the land grant institution, as agricultural and mechanical colleges were created to educate the common people [00:33:09] Kennedy says Cal Poly is something of a land grant institution since it has recently received almost 5000 acres of federal land [00:36:10] Kennedy suggests that those seeking relevance of the new state universities should consider the success of the 19th century agricultural colleges [00:37:30] Kennedy says he became acutely aware in 1967 that he had a responsibility to improve the equality of opportunity for minority races [00:39:01] Kennedy discusses the total effectiveness of the Affirmative Action program that was established 7 month earlier [00:40:12] Kennedy invites those critical to the Affirmative Action program to submit a better plan to reverse the discriminatory practices that resulted in Cal Poly having an almost all-male all-white faculty and staff [00:41:11] Kennedy says he and Mrs. Kennedy took a trip around the county with Mexican-American staff members in order to talk with local Mexican-American communities about how Cal Poly can support them [00:43:00] Kennedy talks about common critiques of the goals of Universities [00:43:40] Kennedy states the dual goal written in the catalog is to prepare students for the basic requirements of specific occupations and to help the individual reach their maximum personal development [00:44:58] Kennedy addresses the concern of whether a university serves the individual or society, and explains how a university can do both [00:46:55] Kennedy says the the students of Cal Poly need to be leaders for the world [00:48:15] Kennedy talks about the need to be efficient and have quality control in its academic standards [00:49:19] Kennedy talks about the likely visitation of independent accreditation reviewers to investigate certain campuses in response to dissatisfied students reporting lack of academic requirements [00:50:17] Kennedy says he is proud to say he has not heard any criticisms of Cal Poly faculty members failing to be professional teachers [00:51:09] Kennedy talks about his concern of the polarized positions of resistance to change and over eager accepting of change that may affect Cal Poly as it becomes a university [00:53:53] Kennedy talks about the issue of other institutions accepting change for the sake of change without considering how it fits into their particular institution, and thus becoming too similar [00:55:22] Kennedy talks about the intriguing idea explored by the Newman Commission Task Force of accreditation by examination for courses that students may already be qualified through previous education and experience [00:57:04] Kennedy points out that some of the proposals of the Newman Commission Task Force have been addressed by Cal Poly to its own satisfaction years earlier [00:58:27] Kennedy talks about the importance of identity and community in a big university [01:00:28] Kennedy talks about the difficulty in managing the annual growth of a university and its local area [01:02:40] Kennedy reads quotes from the LA Times about students favoring a turn to vocational education programs and about Cal Poly turning away students [01:03:30] Kennedy states that the request to hold enrollment in the 1970 year was made because the campus and the community could not absorb more students without additional housing [01:04:54] Kennedy discusses the evaluation of the planned enrollment ceilings through the 1990s [01:08:17] Kennedy talks about an orientation meeting in which he spoke with the parents of new students [01:08:58] Kennedy talks about living in the President's Home (often called the McPhee Home) on campus [01:10:10] Kennedy repeats his expression of using the home as a social, cultural, and educational asset for the entire campus community [01:11:00] Kennedy repeats an affirmation of diligence and devotion in working with the faculty and students [01:11:25] Audience applauds [01:11:49] Wilson asks those faculty that are to receive awards to come up to the backstage area [01:12:30] [beginning of interference from other side of tape that will increase in volume until the end of the recording] [01:12:46] Wilson presents faculty member Dr. Glen A. Nobel for the award for outstanding teaching [01:14:50] Wilson calls forth a several faculty from different departments to accept Distinguished Teachers Awards [01:17:21] Wilson names the individuals that qualify to be named as members of the Emeritus Faculty [01:18:55] Wilson names the individuals that qualify to be named as members of the Emeritus Staff [01:21:09] Wilson presents the 25 Year Service Award of the State of California
[00:00:03] Panel addresses possible developments in instructional television [00:00:35] Art Stillby states that many school officials believe that television will carry some part of the teaching of school children and college students [00:01:36] Art states that specialized fields could use educational television when teachers and equipment are in short supply [00:02:00] Art talking about potential changes ETV could bring [00:03:02] Art talks about the changes educational television would have on teaching method with an emphasis toward ability grouping and communication [00:03:47] Art says there will be a larger recognition of superior teaching ability and differentials in salary will be based on this [00:05:13] Art talks about the expectations for educational television, such as making learning fashionable and available [00:07:08] Art summarizes that television can be have great potential to improve education if it is implemented creatively [00:07:34] Panel begins Q&A period [00:08:18] Man from the audience asks question comparing advantages of color and film [00:09:08] Panel speaker says that instructors would hate to turn over their interaction with students to film or tape [00:09:48] Panel speaker says it would be very expensive to film every lab scenario and that film is noisy and a nuisance [00:10:13] Panel member weighs the pros and cons between television and film [00:12:35] Panel member discusses the attempt to connect theall branches of the University of California via microwave or coaxial cable [00:13:28] Panel member notes that no one wants to use television alone for education, but only as a supplement [00:14:22] Panel member answers question relating to how television can be used to help Cal Poly's "personal touch" with students [00:15:08] Panel speaker talks about the idea of breaking courses into 1 large presentation and smaller discussion groups [00:16:12] Panel speaker says they are over time and suggests that audience members can come to the front if they have further questions [00:16:40] Applause from audience
[00:00:00] Dale Andrews explains why he is dressed so casually for the affair [00:01:31] Andrews describes the literature materials that the audience has to reference through the conference [00:03:40] Andrews says that many attending Junior Colleges would like to interview their former students at Cal Poly [00:05:56] Man answers a question about meeting times [00:06:31] Andrews runs through the schedule for the conference [00:07:33] Andrews introduces Robert E. Kennedy [00:08:36] Kennedy makes a joke about how Andrews got injured playing sports with the Administration members [00:11:05] Kennedy states the goal of the conference that the schools can become more compatible with each other's curriculum [00:13:50] Kennedy applauds the Junior Colleges' Terminal Programs and the College Preparatory Program [00:15:15] Kennedy talks about the number of Junior College transfers at Cal Poly [00:17:30] Kennedy states his belief in the importance of disagreement and a healthy dissenting minority that pushes improvement [00:20:00] Kennedy talks about the importance of communication and the impossibility of pleasing everyone [00:22:19] Kennedy says that finding students that fit your particular institution is more important that simply recruiting [00:23:03] Kennedy reads a quote regarding polytechnic colleges and specialization [00:25:01] Audience claps at the end of Kennedy's speech [00:25:14] Dean George Mulder begins to speak on identifying potential Cal Poly students [00:25:39] Mulder talks about his experience as a counselor at Cal Poly Pomona and San Luis Obispo [00:26:49] Mulder talks about the difference between working at a Junior College and Cal Poly [00:28:20] Mulder hopes that the counselors in the audience will be able to truly tell their students what Cal Poly is like [00:30:07] Mulder talks about GPAs of struggling transferring students [00:31:15] Mulder talks about academic correlations between similar tests and grades and Cal Poly and the Junior Colleges [00:32:50] Mulder explains the guidance test that Cal Poly utilizes [00:34:50] Mulder tells the audience to look at the manner in which Cal Poly's curriculum is set up [00:35:32] Mulder talks about the pragmatic overview of the different schools at Cal Poly, particularly the engineering and arts schools [00:36:56] Mulder says he does not think there is a difference in identifying students for Cal Poly's arts or science other than the pragmatic overview [00:37:53] Mulder talks about the climate of San Luis Obispo, weather, culture, politics, women's security [00:39:10] Mulder talks about the things that Cal Poly 'is not' - no undeclared major, not a liberal arts school, not a technical institute [00:41:10] Mulder talks about the reasons Cal Poly has maintained a small college feeling [00:43:56] Mulder addresses on campus housing and housing near the Cal Poly campus [00:44:44] interference from other side of tape heard in left ear [00:45:39] David Cook begins to speak about the General Education requirements [00:47:20] Cook discusses the State Colleges new General Education pattern that students must satisfy [00:49:07] Cook explains the requirements of the new GE pattern [00:50:09] interference from other side of tape heard in left ear [ends at 50:46] [00:50:20] Cook states that Cal Poly specifies the minimum and maximum GE courses for each area [00:52:26] Cook specifies a new change to the 'Humanities' section for GEs [00:53:24] Cook explains which course can count as a GE course for each of the subjects natural sciences and social sciences [00:55:45] Cook states ow transfer students can satisfy GE requirements via testing or course equivalency [00:56:40] Cook discusses the Humanities GE requirements [00:57:40] Cook states that Cal Poly is maintaining its math requirement and communication requirement [00:58:24] Cook explains the area of 'Other Subjects' [01:00:25] Cook says that the representatives of each major curriculum will decide for the student which courses will count toward general education patterns [01:04:50] Donald Coats begins to speak on easing the transfer from junior college [01:05:38] Coats defines articulation as the relationship between the different elements of the educational system [01:06:34] Coats admits that Cal Poly will not have a program applicable for every student [01:08:24] Coats says that Cal Poly has formal articulation agreements with most of the California Junior Colleges [01:09:12] Coats says that an articulation agreement is essentially a course equivalency agreement that tells which courses at the Junior Colleges are similar to courses at Cal Poly
Chester O. McCorkle reminiscences about the years 1932-1966 at both campuses of Cal Poly. He returned as Dean of College, Kellogg-Voorhis campus.
Major Joseph C. Deuel was a dormitory superintendent and early baseball coach at Cal Poly from 1920 to 1952.
Martin C. Martinsen reminiscences about being an early student who later became an instructor. He taught in the Aeronautical Engineering department and was at Cal Poly from 1913-1957.