Time to pull Chem and Physics out of the LA side. Math, probably. I haven’t done an exhaustive survey, but, in general, state schools separate them by campus. Example: Liberal Arts (Univ of Oregon), Engr and Ag (Oregon State). Move Phy and Chem, etc to “State”.

1/3rd of credits in major? Even if you don’t count the 8 credits of Inorganic chem and 11 credits of physics and 18 credits of math, my EE degree required about 45% of my credits in my major, plus additional cross-discipline courses, like Strength of Materials out of the Civil Engineering school. Useful vs “broadening” courses were probably in a 75/25 ratio, and I’m including freshman English comp as useful.

Given the insistence of the woke multitudes in academia for affirmative action grading and curricula, it’s time for STEM disciplines to go on their own, before they are dragged down to uselessness.

34. The penalty for preventing an institutional employee or a guest on the campus from speaking when so recognized and engaged is expulsion when done by students, dismissal when done by employees.

35. Again, students are free to live off campus. Those so living will not be charged room and board. Institutional housing consists of dormitories and apartment buildings. Fraternity houses are privately owned, off campus, and unregulated.

1. Replace the president, the provost, the dean of students, and the personnel director. Carefully vet their replacements, making sure to hire the president from the ranks of experienced managers outside academe.

2. The immediate dismissal of anyone in the office of the provost, of the dean of students, or of the personnel director whose work is devoted to race patronage &c.

3. Close the admissions office, dismissing every salaried employee therein.

4. Hire a new admissions staff who have some stats chops, and hand them a sketch of a new admissions method for them to elaborate upon. In essence, all those who apply are to be rank ordered according to a vector equation which has board scores, achievement test scores, and high school GPA as arguments. Consequent to information obtained in supplementary questionnaires, calculate for each applicant a figure for the discount advisable to induce the student to attend. A hypothetical assignment of proceeds from dedicated funds will be distributed to qualifying applicants according to the rank-order until there is no more to assign. Following this, a hypothetical assignment of the general financial aid budget among the general run of applicants will take place according to the rank order. You make an admission and discount offer to the top portion of your rank-order and place the remainder on a wait-list.

5. In the arts and sciences faculty, discontinue all interdisciplinary programs and all victimology programs. Discharge any faculty member without an appointment in a department with a conventional discipline.

6. Close the teacher’s college and discharge its faculty.

7. Close the social work program and discharge its faculty.

8. Assign the sociology and anthropology faculty to three newly incorporated departments. One department is composed of people who have published in the realm of archaeology, palaeoanthropology, linguistics, and cultural anthropology of primitive peoples. One department is composed of people whose research relies on quantitative methods. The residue are in the 3d department.

9. After a year, shutter that 3d department and discharge its faculty.

10, Sort the history department into two newly incorporated departments: conventional history and race-class-gender studies.

11. After a year, close the race-class-gender department and fire its faculty.

12. Establish new teaching certificate programs which consist of a menu of methods courses, an internship, and an apprenticeship. And nothing else. Seek accreditation from an agency other than NCATE. Recruit the faculty from the ranks of tests-and-measurements psychologists.

13. Place undersubscribed programs on a diet – 3.2 FTE professors and no more. Physics department, I’m looking at you. Let the faculty census in these programs fall via attrition.

14a. End distribution requirements. In lieu of same, institute a core curriculum whose requirements cannot be met through transfer credits. The core would consist of about 15 credits of history, 9 credits of philosophy, and 6 credits of statistics and research methods. All students would take it. Students identified as marginal would be assigned to the writing center or the mathematics center to work with tutors to get up to speed in order to be able to handle the material.

14b. Let’s posit your school has an incoming frosh class of 1,200. Some will be assigned to remedial work while some sophomores and transfers would be assigned to take the core as they had not yet. Your body of around 1,200 students gets assigned to one of 5 or 6 section. Each section is assigned a lecturer. Every lecturer prepares three 50 minute lectures per week. Some lecturers take one section, some more than one. Each section has two or three seminar masters. The students sit through three lectures a week and then a seminar discussing the contents of the lectures. (The seminar masters may ask questions of the lecturers on behalf of their students, who are silent during the lectures). A typical seminar will consist of about 15 students and the masters will offer 7 or 8 seminars per week along with office hours. The composition of tests, paper assignments, evaluation of student work, and office hours will be the responsibility of the seminar masters, who are a part of the permanent faculty. The lecturers are late career or emeritus faculty who are on multi-year contracts and are handsomely paid for about 25 hours per week work during the academic year. They have calibration meetings with their seminar masters and design the syllabus, but are in charge of nothing else. The history portion of the curriculum will consist of 15 one credit portions which consist of about 12 lectures, an examination and a short paper; it’s a survey of all the world civilizations, ancient medieval, and modern. The philosophy portion will consist of courses in logic, epistemology, and aesthetics. The statistics and research methods portion would be as described, with some seminars devoted to computer lab.

15. Institutional requirements for majors set as follows and binding on all departments: (1) a minimum of 42 credits with D credits excluded from consideration; a minimum of 19 credits above the 100 level, 8 credits above the 200 level, and 3 credits above the 300 level. Individual departments may elaborate on this, defining the core and electives pattern among the courses, sorting their course lists into Chinese menus, and determining which courses earn credits for which concentrations within the major; (2) a minimum of 24 credits (D’s excluded) for concentrations within a major; any concentration program erected must be drawn from a conventional list approved by the board of trustees. In the arts and sciences faculty, a concentration in addition to a major will be an option in some departments (economics, computer science, English) and mandatory in others, provided the faculty is large enough to sustain such specialities (psychology, biology, political science, history, sociology, anthropology, geography). For heterogenous disciplines with small faculties, all courses are to be from one speciality.

16. Require 120 credits for a baccalaureate degree, presupposing 15 credits per semester. Again, 30 credits would consist of the core curriculum, a minimum of 42 credits would have to apply to your major, and a maximum of 48 credits would consist of filler. An elected faculty board would develop and maintain a policy manual on transfer credits suitable for filler and would act as an appeals board. From among the schools and disciplines for which general filler is acceptable, each department would develop a policy manual which specifies which schools and sources are acceptable in re credits to be applied to a major. Each individual student seeking transfer credit assigned would have to submit it to a departmental committee which would make the determination based on how the courses sought for transfer dovetail with the department’s pedagogy.

17. Insist the faculty stay in their lane. Limit faculty governance to the following: faculty hiring, faculty promotions, and the assignment of transfer credits. Otherwise, they are salaried employees. Except for a faculty rathskellar, offer them no perquisites not available to every other employee, salaried and hourly.

18. End gimmicks like study abroad programs. Dispense with any requirement students live in campus housing.

19. Have some serious counseling, including occupational testing, to assist students in choosing a major. Consultation with departmental faculty would be permissible and advisable, but their role would be secondary.

20. Provide that allegations of criminal activity by students be investigated by campus security who make referrals to the local police and collaborate with them. The disciplinary program of the student affairs division should be limited to questions of academic dishonesty and disputes between students, between students and faculty, and between students and other employees which do not implicate the penal code.

21. Have two provosts, one for academics and the arts and one for occupational faculties. The provosts are chosen by the president for three year terms from among those faculty who have served as instructional deans. The instructional deans are chosen by the president from among those faculty who have served as department heads. The position of department head is passed around like a dead muskrat among the full professors within each department, with each serving a three year term. If there is only one full professor, he’s the permanent chairman. If there’s a multiplicity of choices for the role, the instructional dean makes the choice. If a critical mass of the departmental faculty so petition, the instructional dean can inhibit a troublesome faculty member from taking the role.

22. The academic / artistic side will have three instructional deans – one for the core curriculum, one for the academic arts and sciences, and one for the performing and studio arts. The occupational side will have deans for each conventional training program offered: business, teacher-training, nursing, general technology, athletics (physical education, exercise science &c), engineering, agriculture, clinical laboratory sciences, police and security services, non-business administration, public policy.

23. Hiring new faculty will be done by a vote of the extant departmental faculty with the dean and provost vetting. Promotions will be according to the vote of faculty of the equivalent or superior rank or (if there be only one such) the dean and the provost. Continuous tenure may only be offered with the approval of the provost and a committee of deans, which the board might veto.

24. Offers of continuous tenure will be made only to faculty who have been in service at various institutions for at least 12 years (pro-rating p/t work) and are at least 45 years of age. Tenured faculty are to constitute no more than 38% of all faculty (FTE), so will generally be over 55. Tenured faculty are mandated to retire when they are eligible for certain benefits.

24. Other faculty will be on renewable contracts. Instructors are on contracts of 1-6 semesters and lecturers 6-12 semesters. Professors have continuous tenure.

25. Ordinary faculty compensation in all instructional units will be calculated according to the same formula. Arguments in the formula will vary from department to department. All faculty in a given department will be paid according to the same scale unless they have an endowed chair or were offered a special hire-to-tenure deal. Compensation does not vary according to rank or seniority. In every department, faculty receive foundational compensation in the form of fringes appended to which is some cash, a second layer calculated according to their standard teaching load, a third layer (which may be positive or negative in value) which is calculated according to the difference between their actual teaching load in the previous semester (preparations, additional sections, and enrollment) and their anticipated teaching load, and a fourth layer which incorporates the increment to their compensation specified in the deed to their endowed chair or their hire-to-tenure contract.

26. Occupational faculties have both ‘regular’ and ‘clinical’ faculty. The latter are working professionals in the field or retired professionals who make their primary living doing things other than teaching. The former are those for whom teaching is their business (though they may have consulting income). Clinical faculty may be part-time or full-time at the discretion of the department or dean provided the department is within its budget. As for regular faculty, each unsegmented department is permitted one p/t faculty member and each segmented department one per segment.

27. In academics and the arts, only the performing and studio arts faculties have clinical faculty. Lecturers in the core are compensated as if they were full time. Academic departments are permitted few p/t faculty – just one per departmental segment.

28. Unless yours is a research institution, all courses are taught by faculty. There are no teaching assistants. There is a category of quasi-faculty who teach but do not teach full dress courses. These include laboratory instructors, athletic coaches, remedial tutors, music tutors, and workshop instructors in the library and IT service.

29. The student affairs division will consist of the admissions office, the housing assignments office, the registrar, the advising and counseling apparat (including liaison to parents), the disciplinary office, the medical clinic, the psych clinic, the career services office, and a student activities office manned by a couple of office managers. It will also have a liaison to local church congregations who will offer shuttles to their services or send their clergy to minister at campus chapels.

30. Any extra-curricular club can register at the student activities office and receive a mail pigeonhole, access to copiers, and assistance in setting up a business bank account according to spec. There are no student activities fees, no distributions of any kind out of institutional budgets, and no student governments. The only clubs refused registration would be criminal organizations. However, any club could be subject to an audit by the institutional comptroller.

31. Semesters run to about 15 weeks each (105 working days total) and classes are offered from 8 to 5 six days per week. Classroom space is allocated accordingly. The fall semester runs from September to December and the spring from January to April. School’s out for three work days around Thanksgiving, three work days around Easter, and about 8 work days around Christmas and New Year’s. Remedial programs, sideline income sources, the administrative and support staff, and faculty doing research occupy the campus during the summer.

32. The board can exercise veto power over hires at its discretion.

What does this mean? Burn them at the stake?

You have been saying other people’s solutions won’t work. What is your solution?

The institutional faction most likely to be influenced would be in the finance division. They’re not the source of institutional decay. The next-to-last people to be inconvenienced by declining financial flows would be the faculty. The last would be the institutional inner ring. If you want the attention of the faculty and the student affairs apparat, you have to get medieval with them. The only way you do that is if at the top of the heap, you have a board which will make them feel pain.

I’d add Indiana to the list of red states to check out.

Alumni refusing to donate won’t touch the hedge funds with a college on the side, like Harvard and Yale and my alma mater Williams.

But a lot of less well-established schools that don’t make their money from football are much more dependent on donations. It might make a difference there.

The post from Epoch Times is an excellent summation of all the events in Loudoun County VA that we have been watching for a year, possibly the best I’ve seen. It also has an important lesson for the rest of the country.

https://www.theepochtimes.com/loudoun-county-moms-set-out-to-pr
otect-their-children-now-theyre-trying-to-save-america_4127724.html

Over nearly a year and a half of challenging the school board’s initiatives, Fight for Schools’ Mendez had doubted the utility of making public comments at meetings because the board wasn’t listening.

“I had it all wrong. It wasn’t the school board members who needed to hear us, it was everyone at home. It was the parents, grandparents, and neighbors,” she told The Epoch Times at Youngkin’s rally on Nov. 13.

Indeed, people far and wide have been listening.

Scott Mineo, founder of local advocacy group Parents Against Critical Theory (PACT), previously told The Epoch Times that other counties in Virginia and across the United States have contacted him for help addressing this issue in their own communities.

The grassroots efforts in Loudoun County have emerged as a template movement to be exported across the country. And there’s already a new term for it.

“We are going to ‘Loudounize’ this country because it doesn’t stop here,” Tiffany Polifko, PACT’s vice president of education and outreach, told the Loudoun school board members during the Nov. 9 meeting.

Tigges, who also founded the Patriot Pub Alliance, a digital platform for secure collaboration and communication for parents and teachers, has drafted a business plan to replicate what Loudoun residents have done in other counties.

“We’re encouraging local communities to start meeting together face-to-face, grow in trust, and form a coalition united in purpose,” he previously told The Epoch Times.
…
[Xi] Now, more than one year into their quest for a greater say in their children’s education, the Loudoun parents say there’s no turning back.

Van Fleet acknowledged the “selfish” reasons for her fight.

“I understand that if America falls, there is no place for me to go. My whole life is for this moment,” she said.

Fight for Schools’ Mendez echoed that sentiment.

“I always say we are in the fight of our lives. A lot of people don’t understand. But we feel strongly about what we’re doing.”

It’s about “maintaining our democracy and maintaining our way of life,” and communism will be fended off as a natural result, she says.

Just when they thought they had everything sewn up, The Left made the mistake of coming out in the open among people who had the motivation, the resources and the character to fight back.

Since the in-home classes instituted to “fight Covid” were in large part supported (if not instigated) by the education unions, it really counts as an own-goal.

https://tenor.com/view/soccer-own-goal-facepalm-whoops-gif-13155418

It’s basically what the CCP does in China to ensure that feminism, gay and tranny worship, pomo nihilism, and other aspects of the Vile Poz do not creep in to their universities from the West. Obviously it works because look who’s winning and who’s losing.

You can’t fight wicked ideas with just good ideas. Muh Agora FFS. You have to do unpleasant things to wicked people who refuse to stop promoting wicked ideas.

If a few doctoral candidates in A A Milne Studies are collateral damage, well you can’t make an omelette without…