Audio recording and printed agenda of California State Polytechnic College's 1967 Summit Conference, held at Camp Ocean Pines, Cambria, CA. Reel 1 audio index: [00:00:02] Dr. Andrews talks about manners in which faculty can motivate students and individuals [00:01:32] Dr. Andrews offers a story regarding about his neighbor and a pet turtle which emphasizes the importance and limitations of individual motivation [00:05:40] Dr. Andrews talks about watching the ROTC students going through an obstacle course receiving a different form of motivation [00:06:40] Dr. Clyde Fisher is introduced to speak [00:07:30] Fisher talks about how difficult it was to prepare for his presentation on academic survival [00:08:10] Fisher addresses the unenviable position of Deans when students are not qualified to be admitted or when students must be dismissed for academic deficiencies [00:11:20] Fisher states the standards for being successful in college according to the catalog [00:13:05] Fisher says that not everyone can be an exception to the rules [00:14:02] Fisher says that the grades are the professional judgement of the instructors and not the judgement of the Dean [00:15:47] Fisher addresses the rule about office hours that some professors do not fully agree with [00:16:33] Fisher encourages faculty to help students before they are in academic trouble [00:17:41] Fisher says that he tells students and parents that getting a degree is not the end of education [00:18:40] Fisher says the Deans primarily want the students to become alive intellectually as a result of their education [00:19:44] Fisher says that the average grade given at the university has remained the same even though the academic aptitude of incoming students has increased [00:21:20] Fisher says that it is much more work to get an "A" in college compared to high school [00:22:32] Fisher thanks the audience and finishes his speech [00:22:43] Dr. Joics Stone says he is going to tell the audience how to get an "A" [00:23:30] Stone says that asking question is just as important to intelligence as giving answers [00:25:36] Stone asks the audience if the students who attended the session last year were helped by the speakers' suggestions [00:27:15] Stone states the fact that 1/3 of student may drop out after one year [00:27:40] Fisher says that students should take a positive approach to reverse the pattern of high student drop out rates [00:28:30] Female student asks a question about maintaining balance during the school year [00:29:05] Dr. Andrews gives the impression that a little fear will not cause harm and that taking the initiative in life is the best one can do [00:31:05] Student asks how instructors can de-emphasize the thought of grades in class and emphasize the gaining knowledge [00:32:58] Student goes on stage and presents the difficult situation of deciding between taking and easy class and taking a class that will give you more lifelong knowledge [00:34:20] Speaker discusses the difference between goals in college and standards in college [00:36:15] Speaker says that most alumni have the highest acclaim for the instructors that have intellectually stimulated them [00:38:20] Speaker talks about his philosophical discussions about what grades actually mean [00:39:09] Speaker says that a pattern of grades over a period of time indicative [00:40:20] Speaker says they want to de-emphasize the quantitative answer giving and that students should not settle for the minimum requirement [00:42:10] Speaker talks about his limited experience with the Pass-Fail system regarding transfer students and how it can be disadvantageous [00:43:21] Speaker says that if all courses were Pass-Fail then the standards for graduation would have to change [00:44:56] [Student in audience ask inaudible question] [00:46:10] Dr. Fisher comments on the letter-grade system versus the percentage-grade system and the move away from sophisticated quantitative grading measures [00:47:57] Speaker hopes that the suggestions from the presentation will help the audience in counseling the incoming students [00:48:40] Student Body President Rush Hill closes the presentation for a refreshment break [00:48:37] [Cut in between two sections of the recording - Second portion of recording is of different event regarding Department Chairman] [00:49:49] President Kennedy explains how annual evaluations can result in less department stability [00:51:27] Speaker tells Kennedy that this would cause a huge maximum and minimum tenure [00:51:50] Al emphasizes that the department head should reflect the involvement of their peers and colleagues [00:52:52] Kennedy discusses the disadvantages of different methods for appointing department heads [00:54:45] Kennedy talks about the idea of "infusing new life" into a department in order to solve obsolescence [00:57:44] Larry relates the issue of obsolesces to the feeling of disenfranchisement among new faculty and suggests to find new ways to involve new faculty [00:59:00] Kennedy says the assumption that a dynamic department and rotational chairmanship is not supported in any of his studies [01:00:18] Man and Kennedy debate the issue of department chairmen having tenure [01:03:19] Man warns of the danger of putting self in position in which there is not method for remedying errors [01:05:45] Man asks a question about altering the procedure of appointing Deans with the faculty approval [01:06:55] Kennedy says that the responsibilities of Deans would keep them from being able to teach effectively and it would be a disservice to the students [01:07:40] Kennedy talks about one of the current situations in which a Dean wanted to instruct and they were able to come to an agreement [01:09:27] Kennedy responds to a question about the situation at San Francisco State and the Black Power group [01:12:05] Kennedy says he does not know what the trustees will do about the situation and whether they will support the majority of the faculty or the majority of the students

[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