| As
the new academic year takes shape, I am reminded of an old Chinese
proverb: “May you be blessed to live in interesting times.”
For those of us in higher education, “interesting” doesn’t
begin to describe the current environment. Academic institutions
across the nation, like many other institutions, have been facing
severe budget cuts, requiring creative solutions and difficult choices.
At the same time, research and teaching are being transformed by
rapidly advancing technology. To survive and thrive in this climate,
colleges and universities must have leaders who are able to think
outside the box.
| |
 |
| |
David
Hodge |
Fortunately, the College
of Arts and Sciences prepares its graduates for such leadership
challenges. Among our alumni are an impressive number of current
and former college and university presidents, each of whom has responded
to “interesting times” with the creativity and critical
thinking that defines an Arts and Sciences education. Eight
such leaders are highlighted in this newsletter.
Among these higher education
leaders is Mark Emmert, the University
of Washington’s new president. When President Emmert, who
earned his B.A. from the UW College of Arts and Sciences in 1975,
returned to the UW in July, he arrived with years of leadership
experience at other state universities and an enduring fascination
with higher education—the topic of his Ph.D. dissertation.
One of President Emmert’s
strengths is his keen sense of where the UW fits into higher education
nationally. That ability to see the “big picture” is
essential for any college or university president. I believe a great
liberal arts education helps one develop a broad view that is so
essential for leadership in any field.
Indeed, leadership uses all of the enduring skills that a good liberal
arts education provides: critical thinking, communication, creativity,
and citizenship. Effective leaders in higher education and elsewhere
in the community depend on each of these skills on a daily basis.
As I have often noted, a liberal arts education is not an end in
itself but rather the foundation for a lifetime of learning. Rapid
advances in knowledge will make many of the factual aspects of what
students learn in the College obsolete. Our most fundamental objective
is to teach students how to learn and instill in them a passion
for learning. If Mark Emmert and other alumni in academic leadership
positions are any indication, we have been doing our job well.
As higher education continues to evolve, the next generation of
academic leaders emerging from the College will be similarly armed
with the vision, flexibility, and sense of civic responsibility
needed to make amazing things happen. I look forward to hearing
how they respond to the “interesting times” that are
sure to continue in higher education. Our task is to provide an
education that not only equips our students to tackle the challenges
of today, but also prepares them for—indeed encourages them
to imagine—a future thatthe University announces its recognition
awards each spring—honoring exceptional faculty, staff, students,
and alumni—the College of Arts and Sciences is always well
represented. This year is no exception.
Sincerely,
David Hodge
Dean
206-543-5340
hodge@u.washington.edu
[Autumn 2004 - Table of Contents]
|
