Board of Trustees Remarks
Catherine A. Rigsby, Chair of the Faculty
May 5, 2006
In the field of
economics there is a seminal work entitled “The Tragedy of the Commons” (by
Garrett Hardin).” You probably all know
of it.
This work
describes common grazing areas for the sheep of various towns, and how, by considering
the needs of the entire community, the commons provided everyone grazing sheep
with what they needed.
The “tragedy”
comes in when one individual or a group of individual sheep owners decides that
their use of the commons is more important than all others. When this happens, the “community” becomes defined
by a self-interested few; hence the new “common good” excludes those who
believe in the benefit of the commons to the entire community.
The idea of the
commons and the common good is, essentially, the idea of people working together
for the greater good of all.
We can think of
our public university is a grand commons. With the university as a commons, if its
permanent members (the faculty, the administration, the staff, and even you –
the board of trustees) to use if as a place for self-interested goals, the
result is a diminishment of the function of that commons, much in the same way
the grazing quality of a town commons is degraded – the result is a lower
quality for all who are using the space (the institution). Although the university
remains intact – the physical structure, the people, even the budgets and
policies are still here – our institution becomes less productive when it is
given over to self-interested use.
Sometimes in our
quest to be the best – the best in athletics, the best in a specific
discipline, the best in research – we focus on the being the best at all at all costs. In doing so, we diminish the core strengths of
our institution – the academic teaching and service mission.
We are here, as
we all know, primarily to train new minds – to train students to run the world
of tomorrow. (We saw an excellent example of some of those minds this morning,
when the “Succeed Sooner” graduates visited us.) The only thing that really matters in the long run is that we are contributing to the
education of literate, thoughtful citizens who can go out into the world – with
knowledge of art, literature, history of science and the skills and critical
thinking ability to use that knowledge – and make positive contributions to the
common good.
This is not to
say that we should not strive to be the best at on or many things. But, it does say that, as a public university,
we must remember our core missions of teaching and service – that these
missions must not be consumed by our quest to be the university that produces
the most nurses or teachers, or that has the fastest time to graduation, or the
highest scores on the ball field, or even the university with the best research
faculty in the state.
As you know, I
am a researcher. As such, I fell
comfortable in this admonishment – because I, too, sometime have to remind
myself that it is not all about the
research. I have to remind myself of our
core mission.
But I am
fortunate because I face students on a regular basis – in the classroom, in the
field, and in the lab. This is a strong
reminder of that core mission. And my
experiences with students reminds me that my research, although it certainly
contributes to my ability as a teacher, is not the central in the minds of
students – that the fundamentals of their knowledge are much more important
than the specific details of my own work.
As an example,
if when I teach classes on petroleum geology I have had students play the “oil
game” - a multidimensional game in which students explore for hydrocarbons. If, during the course of this game, it becomes
obvious that the students do not understand the relationship between the state and
federal agencies and their geological exploration for oil and gas, I must stop
and make of point of helping them understand. Although my research in sedimentology and stratigraphy
would help them understand where the oil and gas might be found, that alone will
not allow them to succeed because in the oil game (as in life outside the
classroom) it is necessary to understand the interrelationships among academic
understand and practice. So I must
(especially in undergraduate course) back off a bit and make sure my students
understand how and why the scientific content of the course fits into a larger
context. This is why all ECU faculty
must teach – and why we must teach the whole student. We must help our students become thinking
members of society who understand both the academic material and how it fits
into the world they will someday lead.
We’re making
great strides at ECU, but we must be careful not to restrict the values by
which our university is defined. We must
no hold scholarship hostage to some narrowed construction of the academy (e.g.,
to numbers of published articles, grant dollars and other quantifiable
entities). It is only by continually recombining the way
we think about and present our science, social science, art, etc. – by
collaborations and cooperation among the disciplines – will we overcome self-interest
and achieve the greater good.
In this, my last
appearance before the board, I urge us all to not succumb to the tragedy of the
commons – to, instead, work together for that greater good. And we must help our students do the same. When I think or hear about the “Tragedy of the
Commons” my mind always wanders to a less scholarly presentation of the idea –
“the needs of the many outweigh the needs of the one, or the few” (as Mr. Spock
put it in one of the of Star Trek movies)
– and I am reminded that we accomplish our teaching mission best when we translate
our scholarly endeavors into terms our students can understand and use when they
go out into the world.
----------------------------------
Our new faculty
officers (who will come into office in July and whom some of you meet last
night) exemplify the kind of faculty who understand and work to avoid the
tragedy of the commons. I want to take a
few minutes to tell you about each of them now.
Our
Secretary-elect is Professor Dale Knickerbocker or the Foreign Languages and
Literature department. Dale studies 20th
century Spanish narratives, fantasy literature, and literary theory. He is a well-published researcher and he chair
a major division of an national professional organization of science fiction
and fantasy literature. In addition to
teaching and doing research in his subject area, he also works to help students
find study abroad opportunities (because he understands the importance of a
broad culture education) and he teaches course in Spanish for business communication
(because he acknowledges the importance of translating academic skills into societally
useful outcomes). Dale got his BA and MS
degrees at Illinois State University and his PhD at SUNY Stony Brook.
Our
Vice-Chair-elect is Professor DeeDee Glascoff of the College of Health and
Human Performance. This will be DeeDee’s
3rd year as vice chair, so most of you already know her. Still, I’ll remind you of what she does. DeeDee teaching and does research and service is
in community health education. I am not
a service learning person and ECU is not a land grant university, but to me Dee
Dee’s work very similar to the kind of community service that is the hallmark
of land-grant universities. DeeDee works on major grants with many collaborators.
She does not necessarily always do what
would be considered pure research. Instead,
she translates the research of others into useable/understandable terms and
takes it out into the field – to communities and practitioners who need the information.
This is a major way in which ECU as a university
can contribute to the region. It is a
excellent example of the kind of service we could be doing more of to fulfill
our core mission. DeeDee went to school
at the University of Mississippi, Mississippi University for Women, and West
Virginia University (where she earned her doctorate).
Our Chair-elect
is Professor Mark Taggart of the School of Music. Mark is an extraordinary composer. His music as it is often described, “explores
the limits of human emotion.” This
description is excellent! Mark is
passionate and energetic. He is an excellent teacher (who spent the last 2 days
listening to student final exams!)
and a constant and vocal supporter of both students and faculty. And he is an ardent believer in the concept of
the greater good. He also runs about 35
miles a week – so you won’t be able to get away from him! I think the board will enjoy working with
Mark. I have no idea what he’ll stand up
here and say to you, but I know that Mark is a good person with best interests
of the entire university in his mind and in his heart. I urge you to listen to him!
Thank you.