Repository: UIHistories Project: Board of Trustees Minutes - 1968 [PAGE 341]

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1966]

U N I V E R S I T Y OF I L L I N O I S

289

W e strongly agree with Provost L. H. Lanier that the functions of a faculty of Education and of the University of Illinois at Chicago Circle are the following: 1. The education of teachers at all levels-—elementary, secondary, junior college, and university, 2. The preparation of educators, administrators, and research specialists at the graduate level, and 3. The performance of research in education as a social institution with an emphasis on urban problems. Because these three functions are highly interrelated, they are served best by placing the responsibility for them in one agency, namely, the College of Education. To divide this responsibility will of necessity lead to waste, confusion, and possible neglect. Needless to say, the problems of education and of the schools deserve the best treatment that the University of Illinois at Chicago Circle can afford to give them. Furthermore, a strong organization is needed to respond effectively to the federal government, the United States Office of Education, the state of Illinois, and the city of Chicago in order to attract federal, state, and private monies which will form at least part of the life blood of the total program. The degree of excellence to which the above mentioned functions are carried out is dependent upon the selection of a highly competent administrative officer as is the case in any of the existing colleges within the University. Good work is performed by good people. Quite naturally, the University of Illinois at Chicago Circle wants the best possible available person in the country to provide the leadership for a faculty of Education. This outstanding administrator is most likely to be attracted by the position and rank of a deanship rather than some other lesser denotation of authority. Too, the superior individual is most likely to be attracted to lead that organizational unit within the University known as the College rather than a less prestigious unit. Not only is the capable administrative officer most likely to be attracted to the college as the organizational unit but also the most scholarly teachers and researchers will be similarly drawn. It is difficult to lay the success of any educational institution at the feet of any group of people other than its faculty. Who other than a capable faculty will effectively carry out the teaching and research necessary for the advancement of education? There is no doubt but that the college as the organizational unit of the university has more prestige than the school or the institute. If nothing else, the name "College" is an indication to the educational world and to future professors of education that the University is committed to studying and improving the schools of the city of Chicago and of the state of Illinois. Needless to say, the citizens of the state and their elected representatives in Springfield, our senators and representatives, will also take notice of such action. Furthermore, in repeated statements the University has indicated its commitment to the establishment of a College of Education to the faculty of the University, to prospective students, to the residents of the city, and to the citizens of the state. A commitment has been made; evidence of it abounds. A disavowal of the commitments of the University is unwise at any time; in her infancy it is suicidal. It is not to be construed that the College of Education should be isolated from the rest of the University, nor that it should be the only agency that should be concerned with the education of teachers and researchers in the field of education. The total education of the teacher has several interrelated aspects, none of which should be omitted. These aspects are : 1. A strong liberal education which provides a broad view of the world and academic disciplines, 2. A thorough knowledge of the subject to be taught, and 3. Professional skills and knowledge enabling the teacher to best teach his subject area. Both liberal and professional education are essential to the sound preparation of the teacher. In order to avoid isolation of a College of Education from the rest of the academic community, all departments in the University engaged in the education of teachers must share the responsibility for teacher education. The criteria for the determination of the responsibility of the various aspects of the teachers' education are the competency and interest of the faculty :