Remarks delivered at Lewis & Clark's Phi Beta Kappa induction ceremony - May 8, 2010

The seniors among you are graduating at a time when financial institutions, large companies, and even entire countries are in crisis; an economic crisis that will be felt around the world for many years. So the juniors among you will face the same challenges a year from now that your senior colleagues are about to face now. The world is going through rapid change, and you must be wondering how you will cope with so much change. But I’d like to convince you that you already learned how to cope with change.

Some years ago you had just accepted Lewis & Clark’s offer of admission to its College of Arts & Sciences, and you began to contemplate change: the move away from home to a new school, where you would make new friends and work with professors intent on opening your eyes to new ways of learning and thinking. A few months later, you came to Palatine Hill and major change became inevitable and immediate. Before you could blink an eye, you were reading and critiquing texts you once thought intractable, working with faculty mentors on research projects, creating art. You were changing, and rapidly. Four years have gone by and the seniors among you now must face change yet again: the move away from this school to a new home, new friends and colleagues—some perhaps intent on opening your eyes to new ways of thinking.

I am a chemist, accustomed to visualizing change at the atomic and molecular levels. But the change you experienced then and are about to experience now cannot be rationalized by the postulates of quantum mechanics or the laws of thermodynamics, of which chemists are so fond. So let’s look for inspiration elsewhere.

Theologian Richard Hooker warns that “Change is not made without inconvenience, even from worse to better.” It follows that embracing change is essential, even when change causes temporary unease. Such is the nature of the changes you will experience when entering graduate or professional school, starting a new job or career, or making a particularly difficult decision affecting you or others.

Philosopher and mathematician Bertrand Russell takes us further by telling us that “Change is one thing, progress is another.” That is, movement along a carefully defined trajectory is the kind of change that will be meaningful and joyful to you and those with whom you are sharing your life.

Finally, Victor Hugo, poet, novelist, and playwright, asks you, as do I, to “Change your opinions, keep to your principles.” As you collect experiences, your perspectives on everything, from politics to religion, can and will likely change, even if slightly. But these changes will only “feel right” if they do not erode an ethical foundation that, by now, should be sufficiently strong to give you the instincts you will need to make good and fair decisions.

I have great confidence that you, Lewis & Clark students and members of Phi Beta Kappa, have the intellectual skills and motivation to engage any issue and lead any conversation, no matter how society changes. I know that the seniors among you will make yourselves, your family, and the College proud as you begin your new lives beyond Palatine Hill. As for the juniors in the audience, Lewis & Clark’s faculty and staff look forward to continuing our work with you next year.

Thank you and Peace to all.

Charge to the Class of 2010 - Lewis & Clark College, College of Arts & Sciences - May 9, 2010

Graduates—and you are now graduates—you were trained in the tradition of the liberal arts to understand the socio-economic, political, and technological contexts of the problems humanity faces. You are poised to find solutions that affirm human rights, protect the environment, raise—and then stabilize—standards of living across the globe. But to capitalize on this opportunity to find solutions you must waste no time to think of ways in which to make a positive impact on the communities you will join.

I have been a member of many communities, each unique in many respects. But I have observed that communities that function well and make progress toward solving problems and achieving their goals have at least these features in common: they value the skills and opinions of their members, and they are willing and ready to change—sometimes rather significantly—in response to challenges and opportunities originating from within or without.

Whenever I contemplate my role in a community, I am reminded of an unexpected and beautiful experience. Many years ago I attended a conference in New Orleans. After a wonderful lunch in the French Quarter—it is nearly impossible to have a bad meal in New Orleans—I had a bit of time before the next lecture and began walking toward Jackson Square. There I was quickly drawn to a band playing Dixieland. The leader, a wonderful clarinetist who also sang beautifully, was obviously in control of the group, calling the songs and signaling the soloists. But the group changed almost constantly: a tuba player left (perhaps to go back to work), a guitarist joined in midsong, the band was sometimes a quintet, sometimes a rather large ensemble. Yet, the music was always rich and soulful, like good jazz always is.

In my opinion, a strong community should function like this band of street musicians did. So, as you leave Lewis & Clark and join another community—law, medical, or graduate school, a commercial or not-for-profit organization, and so on—I ask you to consider the following advice.

First, do not forget that you will remain a member of the Lewis & Clark community. Yes, like every productive community, we will change—sometimes slowly, sometimes quickly—but we will remain true to our educational mission. And we will always be ready to help you when we can.

Second, and very importantly, consider becoming a bit like the guitarist who steps in and, working together with other musicians, somehow compensates for the absent tuba player. Follow the lead of those you trust to lead, but improvise when necessary. Indeed, good leaders cultivate and reward creativity. And when called to lead, do so.

Finally, and above all, help your community thrive just as a good clarinetist or guitarist can make the sounds of a jazz band richer and more soulful.

Making and helping others make informed decisions about the future of your new communities will be a tribute to your professors, your family, and—very importantly—to your hard work at Lewis & Clark over the last few years. In this task I wish you clarity of thought, patience, perseverance, and, above all, peace.

International education at Lewis & Clark College

The 2009 edition of OPEN DOORS, published annually by the Institute of International Education, ranks Lewis & Clark College 4th for Baccalaureate Institutions sending students on mid-length duration overseas programs (one semester) and 11th for long-term duration overseas programs (full-year.) In the latter category we missed being in the top 10 by 3 students! For more information, please see:

http://opendoors.iienetwork.org/?p=150838

Undergraduate research at Lewis & Clark College, part 7 - Literature

Collaborative research with undergraduates in the humanities--often characterized as difficult to do properly because most scholars in the humanities tend to work in isolation--is not only possible but can lead to important achievements. An example is the ongoing collaboration between Lewis & Clark College's Prof. John Callahan and Prof. Adam Bradley, now at the University of Colorado, Boulder, but once an undergraduate at Lewis & Clark.

Eight Challeges for Liberal Arts Colleges - A Reading List

If you read my earlier post on the Eight Challenges for Liberal Arts Colleges, you may find these reports and sources of data useful and interesting:

• Western Interstate Commission for Higher Education: Knocking at the College Door
• Measuring Up 2008: The National Report Card on Higher Education
• Trends in the Higher Education Labor Force: Identifying Changes in Worker Composition and Productivity
• High-Impact Educational Practices
• How Should Colleges Prepare Students to Succeed in Today’s Global Economy?
• Facts & Figures from The Chronicle of Higher Education

Eight Challenges for Liberal Arts Colleges

I can enumerate eight challenges that liberal arts colleges must face in the near future:

1. Changing demographics:

(a) The number of high school graduates will level off in the next 20 years, so competition for students will be fierce.

(b) College students will be more diverse ethnically and culturally, so the curriculum also must become more diverse.

2. Affordability: Tuition and fees have been rising at higher rates than healthcare, median household income, and the CPI.

3. Dwindling resources and cost containment: Tuition revenue and endowments will level off or decrease in a difficult economy.

4. The value proposition: Colleges must communicate to students and their families that a liberal arts education has great value. See http://jdepaula1.blogspot.com/2009/08/what-is-value-of-liberal-arts-education.html.

5. Assessment of learning outcomes: Colleges must prove to students and employers that a liberal arts education imparts useful skills.

6. The student of the future must learn to think critically, communicate well, and understand science, technology, and global issues.

7. The curriculum of the future must make stronger connections between the humanities, social sciences, and natural sciences.

8. The curriculum of the future must promote global citizenship and leadership.

The good news for liberal arts Colleges is that the existing curriculum--to the extent that it is possible to generalize--already teaches some essential skills: critical and creative thinking, analytical and quantitative reasoning, effective writing. But these skills are often developed within discipline-centric majors, which by design promote early specialization. Students have few opportunities to explore connections between disciplines, to understand "big issues" by examining multiple perspectives. For example, seldom is an English major--even someone who meets all requirements of a general education program--asked to think critically and creatively about solutions to a complex problem, such as climate change, by synthesizing concepts of economics, chemistry, political science, philosophy. Yet a student who faces and conquers such an intellectual challenge is prepared to articulate the value of a liberal arts education to a prospective employer. More importantly, this student will become an informed citizen with the potential to lead local and global communities.

As Professor Copenhaver stated in http://jdepaula1.blogspot.com/2009/08/what-is-value-of-liberal-arts-education.html, a liberal arts education 'makes a certain kind of good life possible – one that is embedded in relations that provide life with meaning: relations to the past, the world, and to other persons.’ Relations to the past, the world, and to other persons change over time because society, perspectives, and our collective body of knowledge change over time. Therefore, the liberal arts curriculum must change over time as well. So let us renew our commitment to reform by engaging actively in open conversation about the curriculum we want to create for our students. And let us broaden access to this curriculum by making a liberal arts education affordable to all students who want it. This curriculum will be our legacy.

Undergraduate research at Lewis & Clark College, part 6: The role of the Student Academic Affairs Board

At Lewis & Clark College the Student Academic Affairs Board (SAAB) makes research grants to students, enhancing the undergraduate research options discussed in earlier posts. For an example of a SAAB-funded project, please click here.