Some students at Laney College -- a community college in Oakland -- protested before and during commencement because the main speaker was Janet Napolitano, The San Francisco Chronicle reported. Napolitano is currently the president of the University of California system, but the protest focused on what students said were hostile policies toward immigrants when she was U.S. secretary of homeland security. During her talk, some heckled to the point that some in the audience said that they could not hear Napolitano. One protest organizer said that this was a victory. "No one could hear her as she was speaking, the whole time.... It was a very proud day for Oakland -- we made it clear that she was not welcome at Laney College. It was an insult, it never should have happened."
A spokesman for Napolitano said that the heckling was "particularly disappointing" because the speech started with a reference to the killings near the University of California at Santa Barbara Friday night.
In his commencement speech last weekend at Haverford College, the former president of Princeton University, William G. Bowen, attempted to shame some students at Haverford for challenging the invitation to the former University of California at Berkeley Chancellor, Robert Birgeneau, to deliver the commencement address and receive an honorary degree. Bowen did not scold us for protesting, but rather for protesting incorrectly. As a new alumnus involved in those efforts as a then-senior at Haverford, I stand by our actions. Bowen should too.
In his much-discussed commencement speech, Bowen said, “Let me be clear at the outset that I am not judging the controversy over Bob Birgeneau’s handling of unrest at Berkeley. I have neither the facts nor the inclination to do so.” And yet, Bowen did feel that he had the facts and the inclination to address our methods of challenging Birgeneau.
On November 9, 2011, while Birgeneau was still chancellor, police beat and injured Occupy Cal protesters at Berkeley. Birgeneau supported UC Berkeley police in the use of extreme force against nonviolent protesters, asserted that linking arms is not a form of nonviolent protest, and suggested that the protesters got exactly what they were looking for. While Birgeneau did eventually apologize and claim to accept responsibility for the actions of his police, it reads like a half-hearted apology and does not address his point about protesters being “not nonviolent,” and the report he commissioned about the incident notes that not enough steps have been taken to make sure that such an attack does not happen again. Birgeneau’s role in and response to these protests do not fit with Haverford’s values expressed values of mutual trust, concern and respect.
I and other students and faculty were deeply disturbed by those beatings as well as Birgeneau’s response to them. We questioned the wisdom of awarding an honorary degree to Birgeneau at this time, unless he could show us that he was working to make amends. We decided to write Birgeneau a letter.
We wrote to him, “When trust is violated in our community, we seek to restore our bonds through restorative, not punitive, processes. Restoration involves a full accounting of one’s violation, and, ultimately, we return to wholeness through action. In the spirit of these restorative processes, before you are honored by our community, we believe it is necessary for you to do more than offer a brief apology. We ask you to use this opportunity to take responsibility for the events of November 9th not just by apologizing with words, but by taking substantive action.”
Our letter has been characterized in the press as a list of demands, but what we were trying to do was suggest ways that Bowen could make amends. If Birgeneau did not do at least some of the things we urged him to do or show us that our claims against him were mistaken, we, with no power to make an actual decision on the matter, would ask Haverford to rescind his invitation.
It became clear that Birgeneau would not do as we had hoped and Haverford would not rescind his invitation, and we began plans to protest during commencement. The protest would be nondisruptive and largely symbolic. We did not want to ruin commencement for our families or other students. We ordered buttons that said, “Ask me about Robert Birgeneau” and considered turning our backs when Birgeneau spoke. Before we could decide on a final plan of action, Birgeneau withdrew from the event.
Bowen went on to call us “arrogant” and “immature” for our methods: Writing Birgeneau a letter to suggest possible remedies to our concerns about his receipt of an honorary degree, noting in the letter that we were considering asking Haverford College to rescind his invitation, and telling Haverford College President Dan Weiss and the press that some students and faculty would protest at commencement in a nondisruptive manner if Birgeneau did receive an honorary degree.
Bowen cited two shining examples of “better” protests of honorary degree recipients. First was the case of George Shultz at Princeton in 1973, when Shultz was President Nixon’s secretary of the treasury. The other was President Obama at the University of Notre Dame in 2009.
As Bowen tells it, many Princeton students objected to having Shultz as that year’s honorary degree recipient, and they expressed that view during commencement by standing up and turning their backs to Shultz. A nonviolent, silent protest. Bowen concluded, “Princeton emerged from this mini-controversy more committed than ever to honoring both the right to protest in proper ways and the accomplishments of someone with whose views on some issues many disagreed.”
But that’s not the whole story. Like Haverford students, many Princeton students also wanted to rescind their speaker’s invitation. They held a vote of the student body, with over 60 percent of voters saying that they did not want to hear Shultz at commencement. Representatives of the student body took that vote to Princeton’s Board of Trustees and urged them to reconsider the invitation. Clearly, students only protested as a last resort when the university declined their request to rescind Shultz’s invitation.
In the case of Notre Dame, Bowen focused on how a retired president of the university spoke out in defense of awarding Obama an honorary degree and noted that Notre Dame showed itself to be a place where people could “discuss controversial issues and learn from each other.” There, the majority of protesters were not students or faculty. Most students were supportive of Obama’s presence. The administration sided with the will of the students, and some of the minority who disagreed disrupted the ceremony with heckling.
At Haverford, students were not in consensus on Birgeneau’s invitation (we try to do things by consensus at Haverford). Our president held an open forum where over 100 people from all sides came together to peacefully discuss the Birgeneau controversy with one another, and those of us who disagreed with the invitation promised not to disrupt the ceremony. The situations at Notre Dame and Haverford are apples and oranges, and I can’t figure out why Bowen brought up Notre Dame in contrast to Haverford except to applaud a case where protesters were unsuccessful.
Bowen seems to have a selective memory. Our situation was quite different from Notre Dame’s, and we acted essentially the same as students and faculty at Princeton, except we gave Birgeneau a chance to prove us wrong before condemning him, we never ended up asking Haverford to rescind Birgeneau’s invitation and we did not have the chance to protest silently because Birgeneau decided not to show up.
Bowen misses the point of commencement protests: Honorary degrees are essentially awards, and commencement protests are about asking that the award go to someone who deserves it. We hoped that either Birgeneau would show us he was worthy of receiving an honorary degree, or that he would not receive one. Our goals were to defend the honor of Haverford College and act in solidarity with the Occupy Cal protesters. Protesting during commencement itself was a last resort to achieve just one of those goals.
Dr. Bowen, where did we go wrong? Is it our success that offends you? Perhaps you would have been happier with our methods if we had failed.
Michael Rushmore is a recent graduate of Haverford College.
Ronald Haefner, former IT director at Ripon College, was charged Friday with using more than $400,000 in college funds to buy things for himself, The Fond du Lac Reporter reported. Authorities said that Ripon fired Haefner in November 2013 after discovering that he had been making unauthorized furniture purchases for his home.
Rollins College announced Thursday that Lewis Duncan would be stepping down after 10 years as president and that the transition would happen next month. The announcement said that the board has "every confidence" in the college's "strategic direction." The faculty of the College of Arts and Sciences recently wrote to board members to express concern about Duncan's leadership. In previous years, the same faculty body has voted no confidence and censured Duncan, The Orlando Sentinel reported. Among the points of contention was the creation of the College of Professional Studies, which arts and sciences faculty said was done without consulting them.
The University of Saskatchewan Board of Governors on Wednesday announced that it had fired Ilene Busch-Vishniac as president, although she can take a faculty position in engineering. The board's action followed the controversial dismissal by the university of its public health dean for disagreeing in public with a reorganization plan pushed by Busch-Vishniac. Many academics at Saskatchewan and elsewhere have been critical of what they say as unwillingness by the university's leaders to hear dissent, and students rallied this week on campus to demand the ouster of Busch-Vishniac.
A statement from the board said: "It was a painful week for the University of Saskatchewan. Many students, faculty, staff, and alumni of the U of S, and the people of the province generally, were dismayed by news emerging from the campus over the last seven days. The board was deeply troubled by this situation and committed itself to repairing the university’s reputation.... The board would also like to state in the strongest possible terms, that the University of Saskatchewan is committed to the principles of academic freedom and freedom of expression. It would also like to stress that it believes that tenure is a sacrosanct principle within this university."
Faculty and student leaders are criticizing the search for the next president of Florida State University and specifically the decision to schedule an interview with only one candidate. That candidate is John Thrasher, a powerful Republican state senator. The Tallahassee Democrat reported that the firm helping with the search reported that no other top candidates have applied, primarily because potential candidates assume that Thrasher has a lock on the job. Board leaders deny that is the case.
There has been extensive hand-wringing about what can be done to help young graduates succeed in today’s tough labor market – especially in the spring, as high school seniors decide on their college offers, and college seniors prepare to graduate and face the world. Unemployment and underemployment rates among recent college graduates in the United States – largely a result of the recession’s lingering damage – are too high. And we’ve all seen the headlines questioning the value of college and the surveys that show employers bemoaning the “preparedness gap.”
But I am full of optimism.
As a university president, I spend far too much time among skilled, talented, motivated young people to be anything but hopeful about the future of higher education and the capabilities of the millennial generation – those born roughly between the early 1980s and the early 2000s. And honestly, surveys by my institution, Bentley University, of recruiters and students don’t reflect these headlines.
It’s perplexing. Is there such a disconnect to good jobs with this generation? And if there is one, let’s figure out how to resolve it instead of repeatedly touting the problem. So we chose to dig a little deeper and try to uncover the real issues. How do key stakeholders actually view the preparedness issue? And, more important, what will it take to ensure that millennials are fully prepared to succeed in the workplace?
We commissioned KRC Research to conduct a comprehensive preparedness survey of over 3,000 stakeholders, including employers, higher education leaders, students, parents, and recent college graduates. The survey found consensus in surprising places -- from rating recent graduates’ level of workforce preparedness to defining exactly what preparedness means.
One of the most interesting set of findings revealed that businesses are conflicted about the skills they want in their new employees and, consequently, are sending mixed messages to the marketplace. A majority of business decision-makers and corporate recruiters say that hard and soft skills are equally important for success in the workplace. (Hard skills are tangible ones, such as a student’s technical and professional skills, while soft skills include communicating well, teamwork and patience.)
Yet when asked to assess the importance of a comprehensive set of individual skills, business leaders put soft skills at the top of their list and industry and job-specific skills at the bottom; only 40 percent of employers say that the latter are important to workplace success. But while employers say soft skills are vital to long-term career success, they prefer to hire candidates with the industry-specific skills needed to hit the ground running, even if those candidates have less potential for future growth.
In the face of such conflicting information from employers, how should students and educators respond? Should they emphasize soft skills or hard skills?
The answer: This is a false choice. Students don’t need to – and shouldn’t have to – choose between hard and soft skills. It’s important for colleges to arm students with both skill sets -- whether a student is majoring in business or literature. By developing curriculums that fuse liberal arts and professional skills and by providing hands-on learning experiences, we can give our students the range of skills that are critical for the modern workplace.
This “fusion” was one of the popular solutions tested in the survey, and many schools are doing it already. Brandeis University, a private university with a liberal arts focus, says that its new undergraduate business program is already one of its most popular majors. (Brandeis points out that most of its business majors are double majors.) At West Virginia University, the College of Business and Economics and the School of Public Health have partnered to create a dual-degree program that will infuse business skills into the field of public health. At Georgetown’s McDonough School of Business, students in the freshman “Ethics of Entrepreneurship” seminar take on a semesterlong project designed to help them flex their critical thinking and writing muscles in a global and social framework.
Bentley has also adopted several strategies to ensure we are preparing our students for success. Virtually every student here majors or minors in business, while simultaneously pursuing a core of arts and sciences courses that focus on expanding and inspiring traditional “business” thinking. We recently expanded on our popular liberal studies major, an optional second major combined with a business major, by launching six-credit “fusion” courses co-taught by business and arts and sciences faculty. Combinations include a management course (Interpersonal Relations in Management) with an English course (Women and Film) to explore how women are perceived in film and how this can affect management styles; and a global studies course (U.S. Government and Politics) with an economics course (Macroeconomics) to teach how politics and economics work together and to demonstrate that understanding both is often essential to doing either one well.
All this study must be combined with hands-on, “experiential” learning – the pathway to hard skills. This is where business organizations can play an important role. Santander, the global, multinational bank, created a scholarship program to support academic, research, and technological projects – we are proud to be one of the 800 institutions in their program. Corporate partners can also help shape curriculums to teach skills as they are actually practiced in the workplace. EY LLP (formerly Ernst and Young) worked closely with us to merge accounting and finance for freshmen and sophomores, since those disciplines are inextricably linked in the business environment.
These strategies aim to equip students with both hard and soft skills and they can be adopted and adapted by many colleges. A challenge in higher education is that some academic models can be so discipline-specific that students miss out on cross-disciplinary opportunities to integrate their knowledge. But it doesn’t have to work this way.
Like other colleges and universities that are innovating and experimenting, we are seeing returns on this curricular investment. One way to measure this: our survey of the Class of 2013 shows that 98 percent of responding graduates are employed or attending graduate school full time (this includes information from 95 percent of the class). Retention, number and availability of internships and repayment of student debt are also key metrics.
I encourage my higher education colleagues to refocus their attention on the ways we can work together to strengthen our education models. Millennials, a group that includes our current students, are counting on us to prepare them for successful careers and life. And in the long run, it is an economic imperative that we do so.
Gloria Cordes Larson is president of Bentley University.