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.
[00:00:01] President McPhee greets the students, faculty, and guests [00:01:24] He speaks to his experiences as an undergraduate [00:01:57] He tells the students he is extremely proud of them [00:02:43] Cal Poly students know what they want to accomplish [00:03:51] He asks the students to consider the question, 'Why are you here?' [00:04:00] He then gives several reasons as to why they would want to be at Cal Poly [00:05:01] He hopes that all the incoming students will enjoy Cal Poly and become supporters [00:05:33] He likes to have these convocations to get in contact with the students and faculty [00:06:21] He encourages the freshman to stick it out for a couple of weeks to get acquainted with the campus [00:06:47] Many students went to the War and came back to Cal Poly instead of going home [00:07:08] Some students stay 7-9 years before graduating because they love Cal Poly that much [00:07:34] He encourages students and faculty to allows smile because that is what makes Cal Poly a friendly campus [00:08:10] Cal Poly Alumni still remember McPhee's convocations and the rules he stated [00:08:28] He wants students to address any issues with the rules and explains how they can change them [00:09:06] When McPhee came to Cal Poly in 1933, there was only one campus with 125 students [00:09:24] In 1964, Cal Poly is now represented by three campuses [00:11:40] He explains that the faculty are going worldwide to get in contact with other programs [00:12:57] Cal Poly was established as a polytechnic college to tailor them for specific occupations [00:13:50] He explains the 'Learn by Doing' standard and how that relates to the 'Upside Down' curriculum [00:14:12] He describes the importance and uniqueness of the relationship students and faculty have [00:14:30] The Cal Poly plan adds the 'know how' to the 'know why' [00:15:50] McPhee asks, 'What is a good citizen?' [00:16:19] As citizens, we should care about the social and economical issues [00:16:59] McPhee encourages the students to participate and get involved in clubs and the community [00:18:18] Cal Poly students are the future [00:20:54] He says that Cal Poly's training for citizenship has been one of the first Cal Poly objectives [00:22:12] McPhee says its important to be good leaders, but to also be able to follow good leadership [00:22:45] He stresses the importance of writing out reports properly for employers [00:23:00] Cal Poly strives to have the best teachers in the faculty staff [00:24:15] He states the importance of respecting others [00:26:08] He discusses the facility work that is occurring on campus [00:26:57] He is hopeful that the student union will be finished [00:27:14] He wants students to keep in mind the importance of perseverance and the use of their time [00:28:34] McPhee closes with his best wishes for a happy and successful year
[00:00:01] The Speaker open the Commencement with a prayer [00:00:28] Another Speaker begins a speech for the Class of 1955 [00:01:48] He pinpoints the importance of education and their future roles in society [00:03:27] He speaks for the Class of 1955 and thanks Cal Poly for the influential experiences [00:03:45] A third speaker presents the senior class gift: remodeling the student union [00:04:19] He presents a check to President McPhee [00:04:29] McPhee thanks the Class of 1955 [00:04:56] He introduces Reece Taylor as the guest speaker and honored guest [00:06:10] Reece Taylor begins his speech [00:06:36] In his speech, he wants to target the economic aspects of life [00:07:57] The mark of progress and opportunity is everywhere around us [00:08:45] In order for this to happen, you have to take the big chance instead of settling [00:09:47] He has discussed this subject with several industries [00:10:02] He then explains the security mindset [00:11:10] None of these securities are possible unless somebody earns them [00:12:53] He makes a joke about the train passing by [00:14:02] Those cannot be or do great without a sort of willingness [00:14:35] He expresses his concern about security in different scenarios [00:16:05] He also give examples of the people who took chances and did not settle [00:16:33] He expresses that each individual was given a special, economic opportunity [00:16:51] Life always has a greater reward for the optimist than it does for the pessimist [00:18:36] He gives Henry Ford as a prime example of this perspective [00:19:16] He continues to give examples for the importance of optimism [00:20:17] Opportunity is shaped in the eye of the beholder [00:20:35] As young individuals, it is your job to keep the dream of America alive [00:20:47] He concludes his speech [00:20:48] The audience applauses [00:21:00] The choir begins to sing their first piece [00:22:21] They conclude the first piece [00:22:22] The audience applauses [00:22:38] The choir begins to perform their second piece [00:25:05] They conclude the second piece [00:25:06] The audience applauses [00:25:23] The choir begins to perform their third piece [00:27:07] They conclude the third piece [00:27:08] The audience applauses [00:27:18] McPhee thanks and honors another speaker, regarding an agriculture degree [00:29:31] This honorary speaker thanks Cal Poly for this specialized degree in agriculture [00:30:00] The audience applauses [00:30:44] The Class of 1955 has the the first group for candidates of commission in the United States Army [00:31:33] The candidates begin the oath for initiation [00:33:05] The audience applauses [00:33:33] The head of the Army department welcomes and commends the candidates [00:33:49] 391 students of the class of 1955 completed all satisfactory requirements for graduation [00:34:32] 27 students are candidates for the Masters of Arts degree in education [00:34:41] Of the 342 Bachelor of Science graduates, 185 are in agriculture [00:35:00] An airplane flying overhead, interrupts the commencement speech [00:36:58] The speaker repeats his statements said before [00:37:10] Of the 342 Bachelor of Science graduates, 126 are in engineering and 31 in liberal arts division [00:37:52] 39 members are graduating with honors [00:38:05] Members of the Class of 1955 are coming from 160 different California cities, 25 different states, and 11 foreign countries [00:38:34] 132 graduates are veterans [00:39:48] The speaker presents the graduating Class of 1955 [00:39:50] The audience applauses [00:40:42] At this time, McPhee announces he will begin giving out diplomas [00:40:55] A prayer conducts for the graduating class [00:41:25] The band begins playing, ending the ceremony
[00:00:00] Recording begins in the middle of the opening benediction prayer [00:00:41] Student representatives talks about the role that McPhee played as President of Cal Poly [00:01:04] Student praises McPhee's leadership and high goals that helped to build Cal Poly from 300 students to over 8,000 [00:01:56] Student brings up the funding that was set aside by McPhee to build the Student Union on campus [00:03:24] Student introduces the Executive Vice Chancellor of the California State Colleges, Dr. Raymond A. Rydell [00:04:09] Rydell talks about the legacy of McPhee as the President of Cal Poly [00:04:36] Rydell talks about the magnitude of the ideas, plans, and successes held by McPhee [00:05:55] Rydell details McPhee's defense of the students and faculty of Cal Poly [00:06:53] President Kennedy begins to speak on the purpose of being [00:07:58] Kennedy states that McPhee lived for the dedication to service to others [00:09:05] Kennedy talks about McPhee's tremendous faith in work and its balance with play [00:10:10] Kennedy talks about McPhee taking pleasure from being with his family and interacting with students [00:11:05] Kennedy says that McPhee used his strength and leadership skills practically to achieve his goals for the educational system [00:12:48] Kennedy talks about McPhee's appetite for accurate information in order to make wise decisions and his willingness to continue learning [00:14:18] Kennedy concedes that far more could be said about McPhee's accomplishments that what has been said in this memorial [00:15:06] The prayer of benediction begins
[00:00:10] McPhee says that the State of California recognizes those who have been employed in state service for 25 years [00:01:06] McPhee calls up the three recipients Spelman Collins, Robert Kennedy, Paul Winter to receive their awards [00:01:29] McPhee remembers when he first recruited these employees to work at Cal Poly [00:03:34] McPhee begins his speech with a joke about how long he has had to prepare the speech [00:04:32] McPhee says he doesn't intend to give a sermon and would rather talk with the audience as colleagues [00:04:45] McPhee talks about the busy schedule he has had to follow lately [00:05:10] McPhee talks about the speakers who spoke about him at the State College banquet in which he and Glen Kendall were honored [00:06:56] McPhee jokes about all of the banquets and events he has had to attend so he hasn't been able to prepare to move [00:07:30] McPhee begins reminisces about the staff club before he retires [00:07:44] McPhee talks about his faculty experiences beginning in 1933 dealing with funding shortages [00:08:45] McPhee says in those days you could differentiate between faculty and staff because everyone had so many different duties and responsibilities [00:09:40] McPhee states how close that group of faculty and staff was through their work and social activities [00:10:10] McPhee remembers a variety of fun games, shows, and entertainment the staff club use to have [00:12:00] McPhee admits that he had not been around Cal Poly much recently because of his other statewide responsibilities on different campuses [00:13:00] McPhee talks about the struggle of gaining students and having a tight budget which made the staff full of energy and spirit [00:14:46] McPhee proudly says that this spirit exists on the Kellog campus and the Bores campus, too [00:15:30] McPhee says the important thing is that this spirit of friendliness and happiness is instilled onto the students that go out into the world [00:17:01] McPhee talks about reminiscing about the first time he taught a class at an old high school in Pomona in 1917 [00:18:47] McPhee says his only hope is that this same spirit will continue in future years [00:19:51] McPhee says that he would hate to see this kind of institution become spoiled and states that other faculty are impressed with the friendliness and service of the people of Cal Poly [00:20:49] McPhee says he does not want to stay around San Luis Obispo so as not to interfere with his successor or have other influences [00:21:10] McPhee talks about his plans to spend time with all of his relatives [00:22:02] McPhee thanks the audience and they applaud
[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