A Quote by Roy Romer

Productivity is going to be a critical issue. And it's not just about getting more time for professors in the classroom. It involves reexamining the learning experience and restructuring faculty and the use of faculty time.
It seems that the creative faculty and the critical faculty cannot exist together in their highest perfection.
In some of the classes, especially the introductory religion courses I took, the professors can veer into a particular strain of religious anti-intellectualism. Professors typically aren't given tenure at Liberty, so there's pressure to hew to the party line on religious and social issues. I didn't see a whole lot of my professors encouraging critical thinking among their students. Which isn't to say that students don't engage critical thinking skills at Liberty - just that it wasn't part of my classroom experience there.
Faculty Psychology is getting to be respectable again after centuries of hanging around with phrenologists and other dubious types. By faculty psychology I mean, roughly, the view that many fundamentally different kinds of psychological mechanisms must be postulated in order to explain the facts of mental life. Faculty psychology takes seriously the apparent heterogeneity of the mental and is impressed by such prima facie differences as between, say, sensation and perception, volition and cognition, learning and remembering, or language and thought.
I see top business schools working to bridge this gap [between academic research and business application] by respecting executive education, by having more mature students who proactively draw from faculty what they know they need, and by having faculty who are willing to leave their ivory towers for the murky world of business reality. Unfortunately, at other times, business professors have little or not interest or savvy about business issues.
The most important change, and it's been going on for at least three decades, is the increasing "professionalization," if that's a word, of the faculty. By professionalization I mean the tendency of faculty members to have Ph.D.'s in their academic specialties, and for these specialties to be ever more narrowly defined. The higher-rated schools may have chief executives in residence or retired execs on three-year teaching fellowships, but the days when most faculty members had considerable prior experience as businessmen or women - those days are mostly over.
These two rational faculties may be designated the Scientific Faculty and the Calculative Faculty respectively; since calculation is the same as deliberation, and deliberation is never exercised about things that are invariable, so that the Calculative Faculty is a separate part of the rational half of the soul.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
The faculty, from adjunct professors to deans, tell you what to do, what to say, and more ominously, what to think.
Learning from experience is a faculty almost never practiced
I would call the attention of the reader to the difference between "reason" and "reasoning." Reason is a light, reasoning a process. Reason is a faculty, reasoning an exercise of that faculty. Reasoning proceeds from one truth to another by means of argumentation. This generally involves the whole mind in labor and complexity. But reason does not exist merely in order to engage in reasoning. The process is a means to an end. The true fulfillment of reason as a faculty is found when it can embrace the truth simply and without labor in the light of single intuition.
In total, I have spent 35 years at Hokkaido University as a staff member - 2 and a half in the Faculty of Science, and the other 32 and a half in the Faculty of Engineering. Other than about two years of study in America and a few months in other places overseas, most of my life has been spent at the Faculty of Engineering.
Obviously input is helpful to faculty in trying to come up with a curriculum, but ultimately it's the faculty's job to know what students need to know. Make a decision about it and present it.
If you can promise a vital and vibrant research environment as well as great students to your faculty, you can recruit some top faculty. The top faculty on your roster will then help you to attract further top students in your program.
Reason cannot remain a bare intellectual faculty; it must become a faculty of judgment dealing with the question of values.
We have lost the invaluable faculty of being shocked a faculty which has hitherto almost distinguished the Man or Woman from the beast or child.
Every man is born with the faculty of reason and the faculty of speech, but why should he be able to speak before he has anything to say?
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