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LET'S LISTEN IN AS ED VISITS WITH DR. JACK THOMAS, 11TH PRESIDENT OF WESTERN ILLINOIS
WITH DR. JACK THOMAS, 11TH PRESIDENT OF WESTERN ILLINOIS UNIVERSITY.
JACK, LET'S TALK ABOUT THE UNIVERSITY FACTS AND FIGURES, 13,000 STUDENTS.
UNIVERSITY FACTS AND FIGURES, 13,000 STUDENTS. >>YES.
13,000 STUDENTS. >>YES. >>21, OR 2200 EMPLOYEES, TOTAL
>>YES. >>21, OR 2200 EMPLOYEES, TOTAL WHEN YOU COUNT THE WHOLE NINE
>>21, OR 2200 EMPLOYEES, TOTAL WHEN YOU COUNT THE WHOLE NINE YARDS OF ABOUT 15,000 PEOPLE.
WHEN YOU COUNT THE WHOLE NINE YARDS OF ABOUT 15,000 PEOPLE. IN LOOKING AT MACOMB'S
YARDS OF ABOUT 15,000 PEOPLE. IN LOOKING AT MACOMB'S POPULATION, ABOUT 28,000, THAT
IN LOOKING AT MACOMB'S POPULATION, ABOUT 28,000, THAT INCLUDES, I BELIEVE, THE
POPULATION, ABOUT 28,000, THAT INCLUDES, I BELIEVE, THE EMPLOYEES OF THE UNIVERSITY, BUT
INCLUDES, I BELIEVE, THE EMPLOYEES OF THE UNIVERSITY, BUT THE BOTTOM LINE, THERE IS
EMPLOYEES OF THE UNIVERSITY, BUT THE BOTTOM LINE, THERE IS APPROXIMATELY 40% OF THE
THE BOTTOM LINE, THERE IS APPROXIMATELY 40% OF THE POPULATION OF MACOMB IS CENTERED
APPROXIMATELY 40% OF THE POPULATION OF MACOMB IS CENTERED IN THE UNIVERSITY.
POPULATION OF MACOMB IS CENTERED IN THE UNIVERSITY. >>UH-HUH.
IN THE UNIVERSITY. >>UH-HUH. >>YOUR VIEW OF THE IMPACT OF THE
>>UH-HUH. >>YOUR VIEW OF THE IMPACT OF THE UNIVERSITY ON MACOMB, GOOD, BAD,
>>YOUR VIEW OF THE IMPACT OF THE UNIVERSITY ON MACOMB, GOOD, BAD, INDIFFERENT?
UNIVERSITY ON MACOMB, GOOD, BAD, INDIFFERENT? HOW DO YOU FEEL ABOUT THAT?
INDIFFERENT? HOW DO YOU FEEL ABOUT THAT? >> I THINK IT IS A GOOD IMPACT
HOW DO YOU FEEL ABOUT THAT? >> I THINK IT IS A GOOD IMPACT ON THE TOWN OF MACOMB AND WE
>> I THINK IT IS A GOOD IMPACT ON THE TOWN OF MACOMB AND WE HAVE A GOOD RELATIONSHIP WITH
ON THE TOWN OF MACOMB AND WE HAVE A GOOD RELATIONSHIP WITH THE TOWN.
HAVE A GOOD RELATIONSHIP WITH THE TOWN. MANY OF THE INDIVIDUALS IN THE
THE TOWN. MANY OF THE INDIVIDUALS IN THE TOWN HAVE GRADUATES OF WESTERN,
MANY OF THE INDIVIDUALS IN THE TOWN HAVE GRADUATES OF WESTERN, AND WE HAVE A GOOD WORKING
TOWN HAVE GRADUATES OF WESTERN, AND WE HAVE A GOOD WORKING RELATIONSHIP THERE.
AND WE HAVE A GOOD WORKING RELATIONSHIP THERE. SO IT IS A GOOD IMPACT ON THE
RELATIONSHIP THERE. SO IT IS A GOOD IMPACT ON THE TOWN.
SO IT IS A GOOD IMPACT ON THE TOWN. >>FROM AN ECONOMIC POINT OF
TOWN. >>FROM AN ECONOMIC POINT OF VIEW, EMPLOYEES, WAGE STABILITY,
>>FROM AN ECONOMIC POINT OF VIEW, EMPLOYEES, WAGE STABILITY, EDUCATIONAL PURSUITS, ARTS AND
VIEW, EMPLOYEES, WAGE STABILITY, EDUCATIONAL PURSUITS, ARTS AND SCIENCES AND THE LIKE.
EDUCATIONAL PURSUITS, ARTS AND SCIENCES AND THE LIKE. SO IT IS NOT A BAD THING OF BUT
SCIENCES AND THE LIKE. SO IT IS NOT A BAD THING OF BUT WESTERN IS ABOUT 1,050 ACRES
SO IT IS NOT A BAD THING OF BUT WESTERN IS ABOUT 1,050 ACRES CAMPUS WIDE.
WESTERN IS ABOUT 1,050 ACRES CAMPUS WIDE. >>YES.
CAMPUS WIDE. >>YES. >>IT IS KIND OF DIFFICULT TO GET
>>YES. >>IT IS KIND OF DIFFICULT TO GET TO OTHER THAN BY HELICOPTER, IS
>>IT IS KIND OF DIFFICULT TO GET TO OTHER THAN BY HELICOPTER, IS THAT RIGHT!
TO OTHER THAN BY HELICOPTER, IS THAT RIGHT! >>ABSOLUTELY NOT.
THAT RIGHT! >>ABSOLUTELY NOT. WE DO HAVE FOUR LANE HIGHWAY
>>ABSOLUTELY NOT. WE DO HAVE FOUR LANE HIGHWAY COMING INTO WESTERN, AND ALSO WE
WE DO HAVE FOUR LANE HIGHWAY COMING INTO WESTERN, AND ALSO WE HAVE A TRAIN THAT COMES TWICE A
COMING INTO WESTERN, AND ALSO WE HAVE A TRAIN THAT COMES TWICE A DAY TO WESTERN.
HAVE A TRAIN THAT COMES TWICE A DAY TO WESTERN. >>STARTS IN QUINCY.
DAY TO WESTERN. >>STARTS IN QUINCY. >>QUINCY AND ALL THE WAY TO
>>STARTS IN QUINCY. >>QUINCY AND ALL THE WAY TO CHICAGO AND BACK TWICE A DAY.
>>QUINCY AND ALL THE WAY TO CHICAGO AND BACK TWICE A DAY. >>LITTLE FE SEE SHUS.
CHICAGO AND BACK TWICE A DAY. >>LITTLE FE SEE SHUS. IT IS HARD TO GET THERE.
>>LITTLE FE SEE SHUS. IT IS HARD TO GET THERE. >>THAT'S BEEN A PLUS FOR US.
IT IS HARD TO GET THERE. >>THAT'S BEEN A PLUS FOR US. >>WHY IS THAT.
>>THAT'S BEEN A PLUS FOR US. >>WHY IS THAT. >>PARTICULARLY FOR THE STUDENTS
>>WHY IS THAT. >>PARTICULARLY FOR THE STUDENTS WHO ARE COMING FROM THE SUBURBAN
>>PARTICULARLY FOR THE STUDENTS WHO ARE COMING FROM THE SUBURBAN AREAS AS WELL AS INNER CITY
WHO ARE COMING FROM THE SUBURBAN AREAS AS WELL AS INNER CITY CHICAGO.
AREAS AS WELL AS INNER CITY CHICAGO. SO THAT'S BEEN A PLUS FOR US.
CHICAGO. SO THAT'S BEEN A PLUS FOR US. >>WHY?
SO THAT'S BEEN A PLUS FOR US. >>WHY? >> THOSE STUDENTS GO HOME
>>WHY? >> THOSE STUDENTS GO HOME SOMETIMES ON THE WEEKENDS AND
>> THOSE STUDENTS GO HOME SOMETIMES ON THE WEEKENDS AND HAD THEY HAVE DIRECT TRAVEL TO
SOMETIMES ON THE WEEKENDS AND HAD THEY HAVE DIRECT TRAVEL TO WESTERN BY WAY OF TRAIN.
HAD THEY HAVE DIRECT TRAVEL TO WESTERN BY WAY OF TRAIN. >>SUFFICIENTLY FAR AWAY YOU
WESTERN BY WAY OF TRAIN. >>SUFFICIENTLY FAR AWAY YOU CAN'T GO HOME EVERY NIGHT.
>>SUFFICIENTLY FAR AWAY YOU CAN'T GO HOME EVERY NIGHT. >>WELL, WE DON'T WANT THEM TO GO
CAN'T GO HOME EVERY NIGHT. >>WELL, WE DON'T WANT THEM TO GO HOME EVERY NIGHT BECAUSE WE WANT
>>WELL, WE DON'T WANT THEM TO GO HOME EVERY NIGHT BECAUSE WE WANT THEM TO STAY THERE TO GET THE
HOME EVERY NIGHT BECAUSE WE WANT THEM TO STAY THERE TO GET THE COLLEGE EXPERIENCE, THE
THEM TO STAY THERE TO GET THE COLLEGE EXPERIENCE, THE EXPERIENCE THEY HAVE INSIDE OF
COLLEGE EXPERIENCE, THE EXPERIENCE THEY HAVE INSIDE OF THE CLASSROOM AS WELL AS THOSE
EXPERIENCE THEY HAVE INSIDE OF THE CLASSROOM AS WELL AS THOSE EXPERIENCES THEY HAVE OUTSIDE OF
THE CLASSROOM AS WELL AS THOSE EXPERIENCES THEY HAVE OUTSIDE OF THE CLASSROOM.
EXPERIENCES THEY HAVE OUTSIDE OF THE CLASSROOM. >>AS CONTRASTED WITH THE
THE CLASSROOM. >>AS CONTRASTED WITH THE EXPERIENCES, FOR EXAMPLE, OF FOR
>>AS CONTRASTED WITH THE EXPERIENCES, FOR EXAMPLE, OF FOR PROFIT COLLEGE UNIVERSITY, FOR
EXPERIENCES, FOR EXAMPLE, OF FOR PROFIT COLLEGE UNIVERSITY, FOR EXAMPLE, THE INTERNET.
PROFIT COLLEGE UNIVERSITY, FOR EXAMPLE, THE INTERNET. IN OTHER WORDS, WHAT IS YOUR
EXAMPLE, THE INTERNET. IN OTHER WORDS, WHAT IS YOUR VIEW OF THE BENEFIT OF A FOUR
IN OTHER WORDS, WHAT IS YOUR VIEW OF THE BENEFIT OF A FOUR YEAR ON CAMPUS ACTIVITY
VIEW OF THE BENEFIT OF A FOUR YEAR ON CAMPUS ACTIVITY SCHOLARSHIP, UNIVERSITY
YEAR ON CAMPUS ACTIVITY SCHOLARSHIP, UNIVERSITY EXPERIENCE, RATHER THAN
SCHOLARSHIP, UNIVERSITY EXPERIENCE, RATHER THAN COMMUNITY COLLEGE, ETCETERA?
EXPERIENCE, RATHER THAN COMMUNITY COLLEGE, ETCETERA? >> WELL, NOT JUST COMMUNITY
COMMUNITY COLLEGE, ETCETERA? >> WELL, NOT JUST COMMUNITY COLLEGE, BUT WHEN WE HAVE A BONA
>> WELL, NOT JUST COMMUNITY COLLEGE, BUT WHEN WE HAVE A BONA FIDE PROGRAM FOR STUDENTS, WE
COLLEGE, BUT WHEN WE HAVE A BONA FIDE PROGRAM FOR STUDENTS, WE SAY WE GIVE THEM A QUALITY AND
FIDE PROGRAM FOR STUDENTS, WE SAY WE GIVE THEM A QUALITY AND WELL-ROUNDED EDUCATION.
SAY WE GIVE THEM A QUALITY AND WELL-ROUNDED EDUCATION. THOSE EXPERIENCES THEY HAVE
WELL-ROUNDED EDUCATION. THOSE EXPERIENCES THEY HAVE INSIDE OF A CLASSROOM AS WELL AS
THOSE EXPERIENCES THEY HAVE INSIDE OF A CLASSROOM AS WELL AS THOSE EXPERIENCES THAT THEY HAVE
INSIDE OF A CLASSROOM AS WELL AS THOSE EXPERIENCES THAT THEY HAVE OUTSIDE OF THE CLASSROOM.
THOSE EXPERIENCES THAT THEY HAVE OUTSIDE OF THE CLASSROOM. IT IS THE TOTAL STUDENT AS WELL
OUTSIDE OF THE CLASSROOM. IT IS THE TOTAL STUDENT AS WELL AS THE ACADEMIC SIDE, BUT ALSO
IT IS THE TOTAL STUDENT AS WELL AS THE ACADEMIC SIDE, BUT ALSO THE SOCIAL PART WHERE WE HAVE
AS THE ACADEMIC SIDE, BUT ALSO THE SOCIAL PART WHERE WE HAVE STUDENTS COMING FROM VARIOUS
THE SOCIAL PART WHERE WE HAVE STUDENTS COMING FROM VARIOUS COUNTRIES, FROM VARIOUS PLACES
STUDENTS COMING FROM VARIOUS COUNTRIES, FROM VARIOUS PLACES IN THE UNITED STATES AS WELL AS
COUNTRIES, FROM VARIOUS PLACES IN THE UNITED STATES AS WELL AS VARIOUS COUNTRIES.
IN THE UNITED STATES AS WELL AS VARIOUS COUNTRIES. SO STUDENTS ARE LEARNING FROM
VARIOUS COUNTRIES. SO STUDENTS ARE LEARNING FROM EACH OTHER.
SO STUDENTS ARE LEARNING FROM EACH OTHER. IT IS THE SOCIALABLE PART OF IT
EACH OTHER. IT IS THE SOCIALABLE PART OF IT AS WELL WHEN YOU HAVE A
IT IS THE SOCIALABLE PART OF IT AS WELL WHEN YOU HAVE A RESIDENCE, WHERE STUDENTS LIVE
AS WELL WHEN YOU HAVE A RESIDENCE, WHERE STUDENTS LIVE IN RESIDENCE HAULS.
RESIDENCE, WHERE STUDENTS LIVE IN RESIDENCE HAULS. WE WANT THEM TO GET THAT KIND OF
IN RESIDENCE HAULS. WE WANT THEM TO GET THAT KIND OF EXPERIENCE ON CAMPUS.
WE WANT THEM TO GET THAT KIND OF EXPERIENCE ON CAMPUS. I AM THINKING OF HOWARD
EXPERIENCE ON CAMPUS. I AM THINKING OF HOWARD GUARDNER, HARVARD PROFESSOR
I AM THINKING OF HOWARD GUARDNER, HARVARD PROFESSOR DEMONSTRATES THERE ARE AT LEAST
GUARDNER, HARVARD PROFESSOR DEMONSTRATES THERE ARE AT LEAST SEVEN INTELLIGENCES THAT FOLKS
DEMONSTRATES THERE ARE AT LEAST SEVEN INTELLIGENCES THAT FOLKS HAVE.
SEVEN INTELLIGENCES THAT FOLKS HAVE. FOR EXAMPLE, LINGUISTIC, LOGIC,
HAVE. FOR EXAMPLE, LINGUISTIC, LOGIC, INTRAPERSONAL, INTERPERSONAL,
FOR EXAMPLE, LINGUISTIC, LOGIC, INTRAPERSONAL, INTERPERSONAL, COLLEGE OF EDUCATION RELATION TO
INTRAPERSONAL, INTERPERSONAL, COLLEGE OF EDUCATION RELATION TO GETTING TO NO ONE SELF AND
COLLEGE OF EDUCATION RELATION TO GETTING TO NO ONE SELF AND GETTING TO NO OTHER HUMAN BEINGS
GETTING TO NO ONE SELF AND GETTING TO NO OTHER HUMAN BEINGS SINCE WE DO LIVE IN A SOCIETY
GETTING TO NO OTHER HUMAN BEINGS SINCE WE DO LIVE IN A SOCIETY WHERE THERE ARE HUMANS.
SINCE WE DO LIVE IN A SOCIETY WHERE THERE ARE HUMANS. >>ABSOLUTELY.
WHERE THERE ARE HUMANS. >>ABSOLUTELY. >>BUT IS IT TRUE THAT A FOUR
>>ABSOLUTELY. >>BUT IS IT TRUE THAT A FOUR YEAR UNIVERSITY IS NOT FOR
>>BUT IS IT TRUE THAT A FOUR YEAR UNIVERSITY IS NOT FOR EVERYONE?
YEAR UNIVERSITY IS NOT FOR EVERYONE? IS THAT A FAIR STATEMENT?
EVERYONE? IS THAT A FAIR STATEMENT? >> I WOULD SAY IT IS A FAIR
IS THAT A FAIR STATEMENT? >> I WOULD SAY IT IS A FAIR STATEMENT.
>> I WOULD SAY IT IS A FAIR STATEMENT. THERE ARE SOME INDIVIDUALS
STATEMENT. THERE ARE SOME INDIVIDUALS PARTICULARLY MANY OF THE NON-
THERE ARE SOME INDIVIDUALS PARTICULARLY MANY OF THE NON- TRADITIONAL STUDENTS WHO
PARTICULARLY MANY OF THE NON- TRADITIONAL STUDENTS WHO TAKE ONLINE CLASSES.
TRADITIONAL STUDENTS WHO TAKE ONLINE CLASSES. WE HAVE DO HAVE ONLINE CLASSES.
TAKE ONLINE CLASSES. WE HAVE DO HAVE ONLINE CLASSES. WE HAVE A BACHELOR'S OF GENERAL
WE HAVE DO HAVE ONLINE CLASSES. WE HAVE A BACHELOR'S OF GENERAL STUDY FULLY ONLINE. WE ARE
WE HAVE A BACHELOR'S OF GENERAL STUDY FULLY ONLINE. WE ARE LOOKING AT A COUPLE OF OTHER
STUDY FULLY ONLINE. WE ARE LOOKING AT A COUPLE OF OTHER PROGRAMS, BUT THAT'S NOT FOR
LOOKING AT A COUPLE OF OTHER PROGRAMS, BUT THAT'S NOT FOR EVERYBODY PARTICULARLY THE
PROGRAMS, BUT THAT'S NOT FOR EVERYBODY PARTICULARLY THE YOUNGER STUDENT WHO NEEDS THAT
EVERYBODY PARTICULARLY THE YOUNGER STUDENT WHO NEEDS THAT ONE ON ONE ATTENTION COMING FROM
YOUNGER STUDENT WHO NEEDS THAT ONE ON ONE ATTENTION COMING FROM THE PROFESSORS IN THE CLASSROOM,
ONE ON ONE ATTENTION COMING FROM THE PROFESSORS IN THE CLASSROOM, AND I ALWAYS SAY IT IS GOOD IN
THE PROFESSORS IN THE CLASSROOM, AND I ALWAYS SAY IT IS GOOD IN TERMS OF HAVING INTERNET
AND I ALWAYS SAY IT IS GOOD IN TERMS OF HAVING INTERNET CLASSES.
TERMS OF HAVING INTERNET CLASSES. EVERYBODY IS NOT CUT OUT FOR
CLASSES. EVERYBODY IS NOT CUT OUT FOR THAT.
EVERYBODY IS NOT CUT OUT FOR THAT. SOME STUDENTS NEED THAT PUSH
THAT. SOME STUDENTS NEED THAT PUSH FROM THE PROFESSOR IN THE
SOME STUDENTS NEED THAT PUSH FROM THE PROFESSOR IN THE CLASSROOM, HAD THAT CAMARADERIE
FROM THE PROFESSOR IN THE CLASSROOM, HAD THAT CAMARADERIE THAT GOES ON IN THE CLASSROOM
CLASSROOM, HAD THAT CAMARADERIE THAT GOES ON IN THE CLASSROOM AMONG STUDENTS, AND ALSO
THAT GOES ON IN THE CLASSROOM AMONG STUDENTS, AND ALSO PROFESSORS HELPING THEM OUTSIDE
AMONG STUDENTS, AND ALSO PROFESSORS HELPING THEM OUTSIDE OF THE CLASSROOM DURING THE
PROFESSORS HELPING THEM OUTSIDE OF THE CLASSROOM DURING THE OFFICE HOURS AS WELL AS GETTING
OF THE CLASSROOM DURING THE OFFICE HOURS AS WELL AS GETTING TUTORIALS, TUTORS ON CAMPUS IF
OFFICE HOURS AS WELL AS GETTING TUTORIALS, TUTORS ON CAMPUS IF NEED BE.
TUTORIALS, TUTORS ON CAMPUS IF NEED BE. >>WILLIAM FAULK NER, F SCOTS
NEED BE. >>WILLIAM FAULK NER, F SCOTS FITZGERALD, AND THEODORE RIESER
>>WILLIAM FAULK NER, F SCOTS FITZGERALD, AND THEODORE RIESER HAVE DONE WELL WITHOUT A COLLEGE
FITZGERALD, AND THEODORE RIESER HAVE DONE WELL WITHOUT A COLLEGE EDUCATION.
HAVE DONE WELL WITHOUT A COLLEGE EDUCATION. IT IS PROVING A POINT THE
EDUCATION. IT IS PROVING A POINT THE COLLEGE EXPERIENCE IS A GOOD
IT IS PROVING A POINT THE COLLEGE EXPERIENCE IS A GOOD THING, BUT NOT NECESSARILY A
COLLEGE EXPERIENCE IS A GOOD THING, BUT NOT NECESSARILY A REQUIREMENT OR PREDICATE FOR
THING, BUT NOT NECESSARILY A REQUIREMENT OR PREDICATE FOR HAVING SUCCESSFUL LIFE.
REQUIREMENT OR PREDICATE FOR HAVING SUCCESSFUL LIFE. >>RIGHT.
HAVING SUCCESSFUL LIFE. >>RIGHT. INDIVIDUALS CAN BE SUCCESSFUL.
>>RIGHT. INDIVIDUALS CAN BE SUCCESSFUL. IT DEPENDS, BUT THIS IS NOT FOR
INDIVIDUALS CAN BE SUCCESSFUL. IT DEPENDS, BUT THIS IS NOT FOR EVERYBODY.
IT DEPENDS, BUT THIS IS NOT FOR EVERYBODY. WHEN WE TALK ABOUT AN EDUCATION,
EVERYBODY. WHEN WE TALK ABOUT AN EDUCATION, I ALWAYS USE MY BROTHER AS
WHEN WE TALK ABOUT AN EDUCATION, I ALWAYS USE MY BROTHER AS EXAMPLE.
I ALWAYS USE MY BROTHER AS EXAMPLE. MY BROTHER IS VERY SUCCESSFUL,
EXAMPLE. MY BROTHER IS VERY SUCCESSFUL, BUT HE FINISHED HIGH SCHOOL, AND
MY BROTHER IS VERY SUCCESSFUL, BUT HE FINISHED HIGH SCHOOL, AND HE TOOK A TRADE.
BUT HE FINISHED HIGH SCHOOL, AND HE TOOK A TRADE. HE IS A BRICK MASON CONTRACTOR,
HE TOOK A TRADE. HE IS A BRICK MASON CONTRACTOR, AND HE IS A CON ARE.
HE IS A BRICK MASON CONTRACTOR, AND HE IS A CON ARE. >> >> INSTRUCTOR: CONTRACTOR.
AND HE IS A CON ARE. >> >> INSTRUCTOR: CONTRACTOR. HE IS DOING EXTREMELY WELL.
>> >> INSTRUCTOR: CONTRACTOR. HE IS DOING EXTREMELY WELL. BUT AT THE SAME TIME, ONLY A FEW
HE IS DOING EXTREMELY WELL. BUT AT THE SAME TIME, ONLY A FEW GET TO DO THAT.
BUT AT THE SAME TIME, ONLY A FEW GET TO DO THAT. WHAT ABOUT THE REST OF THOSE
GET TO DO THAT. WHAT ABOUT THE REST OF THOSE INDIVIDUALS, INDIVIDUALS,
WHAT ABOUT THE REST OF THOSE INDIVIDUALS, INDIVIDUALS, CITIZENS WHO NEED SOMETHING ELSE
INDIVIDUALS, INDIVIDUALS, CITIZENS WHO NEED SOMETHING ELSE IN TERMS OF THE EDUCATION?
CITIZENS WHO NEED SOMETHING ELSE IN TERMS OF THE EDUCATION? BY THE WAY R MY BROTHER ALWAYS
IN TERMS OF THE EDUCATION? BY THE WAY R MY BROTHER ALWAYS SAID, HE SAID WISH I HAD THAT
BY THE WAY R MY BROTHER ALWAYS SAID, HE SAID WISH I HAD THAT COLLEGE EDUCATION LIKE YOU HAVE
SAID, HE SAID WISH I HAD THAT COLLEGE EDUCATION LIKE YOU HAVE BECAUSE I THINK I COULD HAVE
COLLEGE EDUCATION LIKE YOU HAVE BECAUSE I THINK I COULD HAVE GONE EASTERN FURTHER OF BUT
BECAUSE I THINK I COULD HAVE GONE EASTERN FURTHER OF BUT THERE ARE PEOPLE WHO ARE
GONE EASTERN FURTHER OF BUT THERE ARE PEOPLE WHO ARE SUCCESSFUL, AND HE IS ONE OF
THERE ARE PEOPLE WHO ARE SUCCESSFUL, AND HE IS ONE OF THEM.
SUCCESSFUL, AND HE IS ONE OF THEM. BUT WE VALUE AN EDUCATION.
THEM. BUT WE VALUE AN EDUCATION. THE WAY SOCIETY IS NOW,
BUT WE VALUE AN EDUCATION. THE WAY SOCIETY IS NOW, PARTICULARLY IN LOOKING AT THE
THE WAY SOCIETY IS NOW, PARTICULARLY IN LOOKING AT THE WAY THE WAY OF THE INTERNET AND
PARTICULARLY IN LOOKING AT THE WAY THE WAY OF THE INTERNET AND THE WAY SOCIETY, AN EDUCATION IS
WAY THE WAY OF THE INTERNET AND THE WAY SOCIETY, AN EDUCATION IS REALLY NEEDED.
THE WAY SOCIETY, AN EDUCATION IS REALLY NEEDED. WE ALSO RECOGNIZE THAT EVERYBODY
REALLY NEEDED. WE ALSO RECOGNIZE THAT EVERYBODY IS IS NOT GOING TO GET A COLLEGE
WE ALSO RECOGNIZE THAT EVERYBODY IS IS NOT GOING TO GET A COLLEGE EDUCATION, BUT TO GET SOME KIND
IS IS NOT GOING TO GET A COLLEGE EDUCATION, BUT TO GET SOME KIND OF TRADE AND THAT KIND OF THING
EDUCATION, BUT TO GET SOME KIND OF TRADE AND THAT KIND OF THING WHERE YOU MENTIONED THE
OF TRADE AND THAT KIND OF THING WHERE YOU MENTIONED THE COMMUNITY COLLEGES.
WHERE YOU MENTIONED THE COMMUNITY COLLEGES. >> YOUR SISTER JUST ELECTED TO
COMMUNITY COLLEGES. >> YOUR SISTER JUST ELECTED TO OFFICE?
>> YOUR SISTER JUST ELECTED TO OFFICE? >> SHE IS IN HER SECOND TERM AS
OFFICE? >> SHE IS IN HER SECOND TERM AS THE FIRST AFRICAN AMERICAN
>> SHE IS IN HER SECOND TERM AS THE FIRST AFRICAN AMERICAN FEMALE MAYOR OF THE COUNTY SEAT
THE FIRST AFRICAN AMERICAN FEMALE MAYOR OF THE COUNTY SEAT WHICH IS HAD HANVIIA, ALABAMA.
FEMALE MAYOR OF THE COUNTY SEAT WHICH IS HAD HANVIIA, ALABAMA. WE GREW UP IN A SMALL TOWN
WHICH IS HAD HANVIIA, ALABAMA. WE GREW UP IN A SMALL TOWN CALLED CALHOUN, ALABAMA.
WE GREW UP IN A SMALL TOWN CALLED CALHOUN, ALABAMA. SHE IS THE FIRST AFRICAN
CALLED CALHOUN, ALABAMA. SHE IS THE FIRST AFRICAN AMERICAN FEMALE MAYOR.
SHE IS THE FIRST AFRICAN AMERICAN FEMALE MAYOR. IT SITS BETWEEN SELMA AND
AMERICAN FEMALE MAYOR. IT SITS BETWEEN SELMA AND MONTGOMERY.
IT SITS BETWEEN SELMA AND MONTGOMERY. CIVIL RIGHTS MARCH CAME RIGHT
MONTGOMERY. CIVIL RIGHTS MARCH CAME RIGHT THROUGH -- MARTIN LUTHER KING
CIVIL RIGHTS MARCH CAME RIGHT THROUGH -- MARTIN LUTHER KING RIGHT THROUGH OUR COUNTY.
THROUGH -- MARTIN LUTHER KING RIGHT THROUGH OUR COUNTY. >>LET'S GO TO THE ISSUE OF
RIGHT THROUGH OUR COUNTY. >>LET'S GO TO THE ISSUE OF DIVERSITY.
>>LET'S GO TO THE ISSUE OF DIVERSITY. BASED UPON WHAT I KNOW OF YOU
DIVERSITY. BASED UPON WHAT I KNOW OF YOU AND YOUR WRITINGS, ACADEMIC
BASED UPON WHAT I KNOW OF YOU AND YOUR WRITINGS, ACADEMIC ACHIEVEMENTS, THERE IS A
AND YOUR WRITINGS, ACADEMIC ACHIEVEMENTS, THERE IS A DIVERSITY ASPECT THAT SEEMS TO
ACHIEVEMENTS, THERE IS A DIVERSITY ASPECT THAT SEEMS TO BE, NOT NECESSARILY PREDOMINANT,
DIVERSITY ASPECT THAT SEEMS TO BE, NOT NECESSARILY PREDOMINANT, BUT CERTAINLY IN THE MIX OF
BE, NOT NECESSARILY PREDOMINANT, BUT CERTAINLY IN THE MIX OF THINGS YOU STAND FOR, MORE
BUT CERTAINLY IN THE MIX OF THINGS YOU STAND FOR, MORE SPECIFICALLY AS FAR AS WESTERN
THINGS YOU STAND FOR, MORE SPECIFICALLY AS FAR AS WESTERN IS CONCERNED, THE BLACK
SPECIFICALLY AS FAR AS WESTERN IS CONCERNED, THE BLACK POPULATION IS ABOUT 7.3% VERSUS
IS CONCERNED, THE BLACK POPULATION IS ABOUT 7.3% VERSUS THE U.S. POPULATION IS 13.
POPULATION IS ABOUT 7.3% VERSUS THE U.S. POPULATION IS 13. THE WHITE POPULATION AT WESTERN
THE U.S. POPULATION IS 13. THE WHITE POPULATION AT WESTERN IS 77.7, U.S. IS 80.
THE WHITE POPULATION AT WESTERN IS 77.7, U.S. IS 80. BUT THERE IS NO MENTION MADE OF
IS 77.7, U.S. IS 80. BUT THERE IS NO MENTION MADE OF DIVERSITY, VISA VEE THE MALE AND
BUT THERE IS NO MENTION MADE OF DIVERSITY, VISA VEE THE MALE AND FEMALE.
DIVERSITY, VISA VEE THE MALE AND FEMALE. I MEAN PART OF YOUR MISSION, I
FEMALE. I MEAN PART OF YOUR MISSION, I TAKE IT, IS DIVERSITY IN THE
I MEAN PART OF YOUR MISSION, I TAKE IT, IS DIVERSITY IN THE SENSE WE HAVE EXPRESSED IT, BUT
TAKE IT, IS DIVERSITY IN THE SENSE WE HAVE EXPRESSED IT, BUT ISN'T ALSO PART OF IT DIVERSITY
SENSE WE HAVE EXPRESSED IT, BUT ISN'T ALSO PART OF IT DIVERSITY WITH RESPECT TO WOMEN, GIVING
ISN'T ALSO PART OF IT DIVERSITY WITH RESPECT TO WOMEN, GIVING WOMEN AN OPPORTUNITY.
WITH RESPECT TO WOMEN, GIVING WOMEN AN OPPORTUNITY. HOW DO YOU FEEL ABOUT THAT
WOMEN AN OPPORTUNITY. HOW DO YOU FEEL ABOUT THAT ADJUNCT OF YOUR MISSION?
HOW DO YOU FEEL ABOUT THAT ADJUNCT OF YOUR MISSION? >> WHEN WE TALK ABOUT DIVERSITY,
ADJUNCT OF YOUR MISSION? >> WHEN WE TALK ABOUT DIVERSITY, WHEN I SPEAK OF DIVERSITY, WE
>> WHEN WE TALK ABOUT DIVERSITY, WHEN I SPEAK OF DIVERSITY, WE SPEAK OF DIVERSITY IN ITS
WHEN I SPEAK OF DIVERSITY, WE SPEAK OF DIVERSITY IN ITS BROADEST SENSE, AND THAT'S ALL,
SPEAK OF DIVERSITY IN ITS BROADEST SENSE, AND THAT'S ALL, EVERYBODY, NOT JUST THE BLACK,
BROADEST SENSE, AND THAT'S ALL, EVERYBODY, NOT JUST THE BLACK, WHITE POPULATION.
EVERYBODY, NOT JUST THE BLACK, WHITE POPULATION. ALTHOUGH THAT IS A PART OF IT IN
WHITE POPULATION. ALTHOUGH THAT IS A PART OF IT IN TERMS OF DIVERSITY, BUT IT IS
ALTHOUGH THAT IS A PART OF IT IN TERMS OF DIVERSITY, BUT IT IS EVERYBODY FROM ALL BACKGROUNDS,
TERMS OF DIVERSITY, BUT IT IS EVERYBODY FROM ALL BACKGROUNDS, RACE, CREED, SEX, AND SO FORTH
EVERYBODY FROM ALL BACKGROUNDS, RACE, CREED, SEX, AND SO FORTH AND SO ON.
RACE, CREED, SEX, AND SO FORTH AND SO ON. SO IN TERMS OF WOMEN, THAT IS A
AND SO ON. SO IN TERMS OF WOMEN, THAT IS A PART OF IT, AND WE ARE VERY
SO IN TERMS OF WOMEN, THAT IS A PART OF IT, AND WE ARE VERY AWARE OF THAT R, AND WE HAVE
PART OF IT, AND WE ARE VERY AWARE OF THAT R, AND WE HAVE BEEN CONSCIOUS IN TERMS OF
AWARE OF THAT R, AND WE HAVE BEEN CONSCIOUS IN TERMS OF HIRING WOMEN AS WELL AS MALES.
BEEN CONSCIOUS IN TERMS OF HIRING WOMEN AS WELL AS MALES. AND WHEN WE TALK ABOUT OUR
HIRING WOMEN AS WELL AS MALES. AND WHEN WE TALK ABOUT OUR RECRUITMENT EFFORTS, AT ONE
AND WHEN WE TALK ABOUT OUR RECRUITMENT EFFORTS, AT ONE POINT WE SEE WHERE IT TILTED A
RECRUITMENT EFFORTS, AT ONE POINT WE SEE WHERE IT TILTED A LITTLE BIT WHERE WE HAD JUST A
POINT WE SEE WHERE IT TILTED A LITTLE BIT WHERE WE HAD JUST A LITTLE BIT MORE MALES.
LITTLE BIT WHERE WE HAD JUST A LITTLE BIT MORE MALES. BUT A LOT OF THIS HAS TO DO
LITTLE BIT MORE MALES. BUT A LOT OF THIS HAS TO DO WOULD THE KINDS OF ACADEMIC
BUT A LOT OF THIS HAS TO DO WOULD THE KINDS OF ACADEMIC PROGRAMS THAT WE HAVE AT OUR
WOULD THE KINDS OF ACADEMIC PROGRAMS THAT WE HAVE AT OUR INSTITUTION.
PROGRAMS THAT WE HAVE AT OUR INSTITUTION. IF YOU LOOK AT OUR INSTITUTION,
INSTITUTION. IF YOU LOOK AT OUR INSTITUTION, ONE OF OUR SIGNATURE PROGRAMS IS
IF YOU LOOK AT OUR INSTITUTION, ONE OF OUR SIGNATURE PROGRAMS IS LAW ENFORCEMENT AND JUSTICE
ONE OF OUR SIGNATURE PROGRAMS IS LAW ENFORCEMENT AND JUSTICE ADMINISTRATION WHICH IS MORE
LAW ENFORCEMENT AND JUSTICE ADMINISTRATION WHICH IS MORE MALE DOMINATED.
ADMINISTRATION WHICH IS MORE MALE DOMINATED. BUT WHEN YOU LOOK AT SOME OF THE
MALE DOMINATED. BUT WHEN YOU LOOK AT SOME OF THE OTHER PROGRAMS THAT WE HAVE SUCH
BUT WHEN YOU LOOK AT SOME OF THE OTHER PROGRAMS THAT WE HAVE SUCH AS NOW WE HAVE THE NURSING
OTHER PROGRAMS THAT WE HAVE SUCH AS NOW WE HAVE THE NURSING PROGRAM WHICH IS MORE FEMALE
AS NOW WE HAVE THE NURSING PROGRAM WHICH IS MORE FEMALE DOMINATED.
PROGRAM WHICH IS MORE FEMALE DOMINATED. SO IT DEPENDS, I THINK THAT HAS
DOMINATED. SO IT DEPENDS, I THINK THAT HAS A LOT TO DO WITH THE MALE-FEMALE
SO IT DEPENDS, I THINK THAT HAS A LOT TO DO WITH THE MALE-FEMALE IN TERMS OF THE RECRUITMENT AND
A LOT TO DO WITH THE MALE-FEMALE IN TERMS OF THE RECRUITMENT AND THE STUDENTS COMING TO THE
IN TERMS OF THE RECRUITMENT AND THE STUDENTS COMING TO THE INSTITUTION.
THE STUDENTS COMING TO THE INSTITUTION. >> WE HAVE PRINCETON REVIEW,
INSTITUTION. >> WE HAVE PRINCETON REVIEW, 2010, RATED WESTERN AMONG THE
>> WE HAVE PRINCETON REVIEW, 2010, RATED WESTERN AMONG THE BEST VALUE COLLEGES.
2010, RATED WESTERN AMONG THE BEST VALUE COLLEGES. U.S. NEWS AND WORLD REPORT BASED
BEST VALUE COLLEGES. U.S. NEWS AND WORLD REPORT BASED UPON GRADUATION RATES, RETENTION
U.S. NEWS AND WORLD REPORT BASED UPON GRADUATION RATES, RETENTION RATES, DEBT, DIVERSITY AND THE
UPON GRADUATION RATES, RETENTION RATES, DEBT, DIVERSITY AND THE LIKE, IS IT CLEAR, AT LEAST FROM
RATES, DEBT, DIVERSITY AND THE LIKE, IS IT CLEAR, AT LEAST FROM THESE REPORTS, THAT WESTERN DOES
LIKE, IS IT CLEAR, AT LEAST FROM THESE REPORTS, THAT WESTERN DOES PROVIDE A GOOD ECONOMIC VALUE?
THESE REPORTS, THAT WESTERN DOES PROVIDE A GOOD ECONOMIC VALUE? >> ABSOLUTELY.
PROVIDE A GOOD ECONOMIC VALUE? >> ABSOLUTELY. YES.
>> ABSOLUTELY. YES. >> IS THAT ONE MEASUREMENT OF
YES. >> IS THAT ONE MEASUREMENT OF THE SUCCESS OF THE UNIVERSITY,
>> IS THAT ONE MEASUREMENT OF THE SUCCESS OF THE UNIVERSITY, IS IT GOOD TO GO TO SCHOOL TO BE
THE SUCCESS OF THE UNIVERSITY, IS IT GOOD TO GO TO SCHOOL TO BE ABLE TO MAKE MORE MONEY OR IS
IS IT GOOD TO GO TO SCHOOL TO BE ABLE TO MAKE MORE MONEY OR IS THAT JUST SOMETHING THAT IS
ABLE TO MAKE MORE MONEY OR IS THAT JUST SOMETHING THAT IS QUANTIFYIABLE?
THAT JUST SOMETHING THAT IS QUANTIFYIABLE? >> WELL, IT IS GOOD TO DO BOTH I
QUANTIFYIABLE? >> WELL, IT IS GOOD TO DO BOTH I WOULD SAY.
>> WELL, IT IS GOOD TO DO BOTH I WOULD SAY. SOME INDIVIDUALS WILL SAY THAT
WOULD SAY. SOME INDIVIDUALS WILL SAY THAT YOU ARE SUCCESSFUL BY THE MONEY
SOME INDIVIDUALS WILL SAY THAT YOU ARE SUCCESSFUL BY THE MONEY THAT YOU DO MAKE, BUT ALSO WE
YOU ARE SUCCESSFUL BY THE MONEY THAT YOU DO MAKE, BUT ALSO WE WANT TO BASE IT ON THE KIND OF
THAT YOU DO MAKE, BUT ALSO WE WANT TO BASE IT ON THE KIND OF EDUCATION, THE QUALITY OF THE
WANT TO BASE IT ON THE KIND OF EDUCATION, THE QUALITY OF THE EDUCATION THAT THESE INDIVIDUALS
EDUCATION, THE QUALITY OF THE EDUCATION THAT THESE INDIVIDUALS ARE RECEIVING.
EDUCATION THAT THESE INDIVIDUALS ARE RECEIVING. SO IT IS ABOUT THE QUALITY OF
ARE RECEIVING. SO IT IS ABOUT THE QUALITY OF THE EDUCATION FOR US, AND WE
SO IT IS ABOUT THE QUALITY OF THE EDUCATION FOR US, AND WE WANT TO MAKE SURE THAT IT IS --
THE EDUCATION FOR US, AND WE WANT TO MAKE SURE THAT IT IS -- WE SAY WE ARE AN AFFORDABLE
WANT TO MAKE SURE THAT IT IS -- WE SAY WE ARE AN AFFORDABLE INSTITUTION, BUT WE HAD ALSO ARE
WE SAY WE ARE AN AFFORDABLE INSTITUTION, BUT WE HAD ALSO ARE CONCERNED ABOUT QUALITY AND THE
INSTITUTION, BUT WE HAD ALSO ARE CONCERNED ABOUT QUALITY AND THE OPPORTUNITY THAT THESE
CONCERNED ABOUT QUALITY AND THE OPPORTUNITY THAT THESE INDIVIDUALS HAVE AND ALSO THAT
OPPORTUNITY THAT THESE INDIVIDUALS HAVE AND ALSO THAT IS AFFORDABLE FOR THESE
INDIVIDUALS HAVE AND ALSO THAT IS AFFORDABLE FOR THESE STUDENTS.
IS AFFORDABLE FOR THESE STUDENTS. >>LET'S ASSUME FOR A MOMENT THAT
STUDENTS. >>LET'S ASSUME FOR A MOMENT THAT I AM POTENTIAL STUDENT.
>>LET'S ASSUME FOR A MOMENT THAT I AM POTENTIAL STUDENT. I WILL NEED SOME ECONOMIC AID,
I AM POTENTIAL STUDENT. I WILL NEED SOME ECONOMIC AID, ABOUT 80% OF THE WESTERN
I WILL NEED SOME ECONOMIC AID, ABOUT 80% OF THE WESTERN STUDENTS ARE IN SOME FORM OF
ABOUT 80% OF THE WESTERN STUDENTS ARE IN SOME FORM OF ECONOMIC AID.
STUDENTS ARE IN SOME FORM OF ECONOMIC AID. LET'S ASSUME I AM EQUIPPED
ECONOMIC AID. LET'S ASSUME I AM EQUIPPED INTELLECTUALLY TO MEET STANDARDS
LET'S ASSUME I AM EQUIPPED INTELLECTUALLY TO MEET STANDARDS TO BECOME A STUDENT, AND I HAVE
INTELLECTUALLY TO MEET STANDARDS TO BECOME A STUDENT, AND I HAVE AN INTEREST IN LET'S SAY
TO BECOME A STUDENT, AND I HAVE AN INTEREST IN LET'S SAY ENGLISH.
AN INTEREST IN LET'S SAY ENGLISH. WHY DO I CHOOSE WESTERN OVER
ENGLISH. WHY DO I CHOOSE WESTERN OVER EASTERN, OVER I.S.U., OVER
WHY DO I CHOOSE WESTERN OVER EASTERN, OVER I.S.U., OVER CHICAGO, ILLINOIS?
EASTERN, OVER I.S.U., OVER CHICAGO, ILLINOIS? WHY DO I GO TO WESTERN?
CHICAGO, ILLINOIS? WHY DO I GO TO WESTERN? >> YOU GO TO WESTERN BECAUSE WE
WHY DO I GO TO WESTERN? >> YOU GO TO WESTERN BECAUSE WE PROVIDE A QUALITY AND
>> YOU GO TO WESTERN BECAUSE WE PROVIDE A QUALITY AND WELL-ROUNDED EDUCATION, BECAUSE
PROVIDE A QUALITY AND WELL-ROUNDED EDUCATION, BECAUSE OF THE UNIQUE CUTTING EDGE KINDS
WELL-ROUNDED EDUCATION, BECAUSE OF THE UNIQUE CUTTING EDGE KINDS OF ACADEMIC PROGRAMS THAT WE
OF THE UNIQUE CUTTING EDGE KINDS OF ACADEMIC PROGRAMS THAT WE HAVE AT OUR INSTITUTION, AND
OF ACADEMIC PROGRAMS THAT WE HAVE AT OUR INSTITUTION, AND WESTERN, AS I MENTIONED, WE
HAVE AT OUR INSTITUTION, AND WESTERN, AS I MENTIONED, WE BELIEVE IN AFFORDABILITY AND THE
WESTERN, AS I MENTIONED, WE BELIEVE IN AFFORDABILITY AND THE QUALITY OF OUR PROGRAM.
BELIEVE IN AFFORDABILITY AND THE QUALITY OF OUR PROGRAM. THE STUDENT CAN COME TO WESTERN
QUALITY OF OUR PROGRAM. THE STUDENT CAN COME TO WESTERN FOR THE TOTAL -- WE SAY THE
THE STUDENT CAN COME TO WESTERN FOR THE TOTAL -- WE SAY THE TOTAL EXPERIENCE.
FOR THE TOTAL -- WE SAY THE TOTAL EXPERIENCE. IT IS THE EXPERIENCES THAT THESE
TOTAL EXPERIENCE. IT IS THE EXPERIENCES THAT THESE STUDENTS GET INSIDE OF THE
IT IS THE EXPERIENCES THAT THESE STUDENTS GET INSIDE OF THE CLASSROOM AS WELL AS THOSE
STUDENTS GET INSIDE OF THE CLASSROOM AS WELL AS THOSE EXPERIENCES THAT THEY GET
CLASSROOM AS WELL AS THOSE EXPERIENCES THAT THEY GET OUTSIDE OF THE CLASSROOM.
EXPERIENCES THAT THEY GET OUTSIDE OF THE CLASSROOM. WHEN THEY LEAVE THE CLASSROOM,
OUTSIDE OF THE CLASSROOM. WHEN THEY LEAVE THE CLASSROOM, WE WANT THEM TO PARTICIPATE IN
WHEN THEY LEAVE THE CLASSROOM, WE WANT THEM TO PARTICIPATE IN THE VARIOUS KINDS OF CULTURAL
WE WANT THEM TO PARTICIPATE IN THE VARIOUS KINDS OF CULTURAL KINDS OF ACTIVITIES THAT WE
THE VARIOUS KINDS OF CULTURAL KINDS OF ACTIVITIES THAT WE HAVE.
KINDS OF ACTIVITIES THAT WE HAVE. WE BELIEVE IN PREPARING THE
HAVE. WE BELIEVE IN PREPARING THE TOTAL STUDENT SO THAT STUDENTS
WE BELIEVE IN PREPARING THE TOTAL STUDENT SO THAT STUDENTS WILL BE ABLE TO COMPETE WITH
TOTAL STUDENT SO THAT STUDENTS WILL BE ABLE TO COMPETE WITH ANYBODY IN THE WORLD, NOT JUST
WILL BE ABLE TO COMPETE WITH ANYBODY IN THE WORLD, NOT JUST IN THE STATE OF ILLINOIS, BUT
ANYBODY IN THE WORLD, NOT JUST IN THE STATE OF ILLINOIS, BUT ANYBODY IN THE WORLD THAT THEY
IN THE STATE OF ILLINOIS, BUT ANYBODY IN THE WORLD THAT THEY WILL BE COMPETITIVE, AND IF YOU
ANYBODY IN THE WORLD THAT THEY WILL BE COMPETITIVE, AND IF YOU LOOK AT OUR GRADUATES, WE HAVE A
WILL BE COMPETITIVE, AND IF YOU LOOK AT OUR GRADUATES, WE HAVE A PROVEN RECORD WHERE OUR
LOOK AT OUR GRADUATES, WE HAVE A PROVEN RECORD WHERE OUR GRADUATES HAVE BEEN SUCCESSFUL
PROVEN RECORD WHERE OUR GRADUATES HAVE BEEN SUCCESSFUL ALL OVER THE COUNTRY, ALL OVER
GRADUATES HAVE BEEN SUCCESSFUL ALL OVER THE COUNTRY, ALL OVER THE WORLD.
ALL OVER THE COUNTRY, ALL OVER THE WORLD. SO COME TO WESTERN BECAUSE OF
THE WORLD. SO COME TO WESTERN BECAUSE OF THE KIND OF EDUCATION THAT YOU
SO COME TO WESTERN BECAUSE OF THE KIND OF EDUCATION THAT YOU WOULD GET, THAT THESE -- THAT
THE KIND OF EDUCATION THAT YOU WOULD GET, THAT THESE -- THAT YOU WOULD GET.
WOULD GET, THAT THESE -- THAT YOU WOULD GET. >>LET'S TALK ABOUT JACK FOR A
YOU WOULD GET. >>LET'S TALK ABOUT JACK FOR A MOMENT.
>>LET'S TALK ABOUT JACK FOR A MOMENT. YOU ARE NOW PRESIDENT, WILL BE
MOMENT. YOU ARE NOW PRESIDENT, WILL BE PRESIDENT.
YOU ARE NOW PRESIDENT, WILL BE PRESIDENT. YOU HAVE HAD SIX ACADEMIC
PRESIDENT. YOU HAVE HAD SIX ACADEMIC APPOINTMENTS BEFORE THEN,
YOU HAVE HAD SIX ACADEMIC APPOINTMENTS BEFORE THEN, STARTING WITH A MERE -- I SAY
APPOINTMENTS BEFORE THEN, STARTING WITH A MERE -- I SAY MERE ENGLISH IN STRUCK STORE AT
STARTING WITH A MERE -- I SAY MERE ENGLISH IN STRUCK STORE AT JOHNSON C SMITH GOING UP TO
MERE ENGLISH IN STRUCK STORE AT JOHNSON C SMITH GOING UP TO ACTING PRESIDENT, WHERE ARE YOU
JOHNSON C SMITH GOING UP TO ACTING PRESIDENT, WHERE ARE YOU GOING?
ACTING PRESIDENT, WHERE ARE YOU GOING? WHAT IS YOUR MISSION VISA VEE
GOING? WHAT IS YOUR MISSION VISA VEE JACK, RATHER THAN THE
WHAT IS YOUR MISSION VISA VEE JACK, RATHER THAN THE UNIVERSITY?
JACK, RATHER THAN THE UNIVERSITY? WHAT IS DRIVING YOU?
UNIVERSITY? WHAT IS DRIVING YOU? >> THERE IS SOMETHING INSIDE OF
WHAT IS DRIVING YOU? >> THERE IS SOMETHING INSIDE OF ME THAT I FEEL THAT I WAS BORN
>> THERE IS SOMETHING INSIDE OF ME THAT I FEEL THAT I WAS BORN WITH, SOMETHING THAT WAS
ME THAT I FEEL THAT I WAS BORN WITH, SOMETHING THAT WAS INSTILLED IN ME IN TERMS OF
WITH, SOMETHING THAT WAS INSTILLED IN ME IN TERMS OF PROMOTING EXCELLENCE AND
INSTILLED IN ME IN TERMS OF PROMOTING EXCELLENCE AND STRIVING FOR EXCELLENCE, I
PROMOTING EXCELLENCE AND STRIVING FOR EXCELLENCE, I ALWAYS LIKE -- WHAT THE ARMY
STRIVING FOR EXCELLENCE, I ALWAYS LIKE -- WHAT THE ARMY SAYS "BE ALL YOU CAN BE."
ALWAYS LIKE -- WHAT THE ARMY SAYS "BE ALL YOU CAN BE." AS YOU KNOW, I GREW UP ON A
SAYS "BE ALL YOU CAN BE." AS YOU KNOW, I GREW UP ON A SMALL FARM IN THE STATE OF
AS YOU KNOW, I GREW UP ON A SMALL FARM IN THE STATE OF ALABAMA I WAS THE FIRST
SMALL FARM IN THE STATE OF ALABAMA I WAS THE FIRST GENERATION COLLEGE STUDENT, AND
ALABAMA I WAS THE FIRST GENERATION COLLEGE STUDENT, AND I HAD A MOTHER WHO INSTILLED IN
GENERATION COLLEGE STUDENT, AND I HAD A MOTHER WHO INSTILLED IN ME THAT I SHOULD GET A COLLEGE
I HAD A MOTHER WHO INSTILLED IN ME THAT I SHOULD GET A COLLEGE EDUCATION.
ME THAT I SHOULD GET A COLLEGE EDUCATION. I SHOULD FINISH HIGH SCHOOL AND
EDUCATION. I SHOULD FINISH HIGH SCHOOL AND GO TO COLLEGE AND GET A COLLEGE
I SHOULD FINISH HIGH SCHOOL AND GO TO COLLEGE AND GET A COLLEGE EDUCATION BECAUSE MY MOTHER AND
GO TO COLLEGE AND GET A COLLEGE EDUCATION BECAUSE MY MOTHER AND FATHER HAD TO WORK IN THE
EDUCATION BECAUSE MY MOTHER AND FATHER HAD TO WORK IN THE FIELDS, AND THEY HAD TO DEAL
FATHER HAD TO WORK IN THE FIELDS, AND THEY HAD TO DEAL WITH THE BITTERNESS OF THE CIVIL
FIELDS, AND THEY HAD TO DEAL WITH THE BITTERNESS OF THE CIVIL RIGHTS MOVEMENT DURING THERAPY
WITH THE BITTERNESS OF THE CIVIL RIGHTS MOVEMENT DURING THERAPY SIS AND 60'S.
RIGHTS MOVEMENT DURING THERAPY SIS AND 60'S. BUT THEY INSTILLED IN ME THAT I
SIS AND 60'S. BUT THEY INSTILLED IN ME THAT I SHOULD DO SOMETHING A LITTLE
BUT THEY INSTILLED IN ME THAT I SHOULD DO SOMETHING A LITTLE DIFFERENT FROM WHAT THEY HAVE
SHOULD DO SOMETHING A LITTLE DIFFERENT FROM WHAT THEY HAVE DONE, AND THAT I SHOULD STRIFE
DIFFERENT FROM WHAT THEY HAVE DONE, AND THAT I SHOULD STRIFE FOR EXCELLENCE.
DONE, AND THAT I SHOULD STRIFE FOR EXCELLENCE. AND THAT'S JUST SOMETHING I FEEL
FOR EXCELLENCE. AND THAT'S JUST SOMETHING I FEEL THAT I HAVE WITH WITHIN ME.
AND THAT'S JUST SOMETHING I FEEL THAT I HAVE WITH WITHIN ME. >>WHEN CAN DO YOU RECALL THE
THAT I HAVE WITH WITHIN ME. >>WHEN CAN DO YOU RECALL THE LIGHT WENT ON AND YOU SAID, "I
>>WHEN CAN DO YOU RECALL THE LIGHT WENT ON AND YOU SAID, "I AM GOING TO DO THE BEST I COULD
LIGHT WENT ON AND YOU SAID, "I AM GOING TO DO THE BEST I COULD DO?
AM GOING TO DO THE BEST I COULD DO? ".
DO? ". >>THIRD GRADE.
". >>THIRD GRADE. >>THIRD GRADE, YOU WERE EIGHT
>>THIRD GRADE. >>THIRD GRADE, YOU WERE EIGHT YEARS OLD?
>>THIRD GRADE, YOU WERE EIGHT YEARS OLD? >> ABSOLUTELY.
YEARS OLD? >> ABSOLUTELY. MY MOTHER SAT ME DOWN AND LOOKED
>> ABSOLUTELY. MY MOTHER SAT ME DOWN AND LOOKED ME IN MY EYES, AND SAID SHE
MY MOTHER SAT ME DOWN AND LOOKED ME IN MY EYES, AND SAID SHE CRIED WHEN SHE WAS YOUNGER
ME IN MY EYES, AND SAID SHE CRIED WHEN SHE WAS YOUNGER BECAUSE HER PARENTS WOULDN'T LET
CRIED WHEN SHE WAS YOUNGER BECAUSE HER PARENTS WOULDN'T LET HER GO TO SCHOOL, HIGH SCHOOL OR
BECAUSE HER PARENTS WOULDN'T LET HER GO TO SCHOOL, HIGH SCHOOL OR FINISH HIGH SCHOOL.
HER GO TO SCHOOL, HIGH SCHOOL OR FINISH HIGH SCHOOL. SHE MADE IT AS FAR AS THE 11TH
FINISH HIGH SCHOOL. SHE MADE IT AS FAR AS THE 11TH GRADE.
SHE MADE IT AS FAR AS THE 11TH GRADE. SHE SAID SHE CRIED.
GRADE. SHE SAID SHE CRIED. WHEN SHE TOLD ME THAT STORY, IT
SHE SAID SHE CRIED. WHEN SHE TOLD ME THAT STORY, IT BROUGHT TEARS TO MY EYES.
WHEN SHE TOLD ME THAT STORY, IT BROUGHT TEARS TO MY EYES. I KNEW HOW SINCERE SHE WAS, AND
BROUGHT TEARS TO MY EYES. I KNEW HOW SINCERE SHE WAS, AND I KNEW WHAT SHE IS WANTED ME TO
I KNEW HOW SINCERE SHE WAS, AND I KNEW WHAT SHE IS WANTED ME TO DO.
I KNEW WHAT SHE IS WANTED ME TO DO. I HAVE A VERY, VERY CLOSE
DO. I HAVE A VERY, VERY CLOSE RELATIONSHIP WITH MY MOTHER.
I HAVE A VERY, VERY CLOSE RELATIONSHIP WITH MY MOTHER. SHE IS IN ADVANCED STAGES OF
RELATIONSHIP WITH MY MOTHER. SHE IS IN ADVANCED STAGES OF ALZHEIMERS, SHE HAS TO HAVE 24
SHE IS IN ADVANCED STAGES OF ALZHEIMERS, SHE HAS TO HAVE 24 HOUR CARE.
ALZHEIMERS, SHE HAS TO HAVE 24 HOUR CARE. WHEN I LOOK AT HER, I THINK
HOUR CARE. WHEN I LOOK AT HER, I THINK ABOUT WHAT SHE TOLD ME IN THE
WHEN I LOOK AT HER, I THINK ABOUT WHAT SHE TOLD ME IN THE THIRD GRADE.
ABOUT WHAT SHE TOLD ME IN THE THIRD GRADE. I WAS IN HOT PURSUIT OF THAT.
THIRD GRADE. I WAS IN HOT PURSUIT OF THAT. I KNEW THAT I HAD TO DO
I WAS IN HOT PURSUIT OF THAT. I KNEW THAT I HAD TO DO SOMETHING DIFFERENT, AND I HAD
I KNEW THAT I HAD TO DO SOMETHING DIFFERENT, AND I HAD TO BE THE ONE TO DO IT, TO START
SOMETHING DIFFERENT, AND I HAD TO BE THE ONE TO DO IT, TO START IT OFF.
TO BE THE ONE TO DO IT, TO START IT OFF. >>LET'S TALK ABOUT YOUR
IT OFF. >>LET'S TALK ABOUT YOUR PUBLICATIONS.
>>LET'S TALK ABOUT YOUR PUBLICATIONS. 22 ARTICLES, BOOK CHAPTERS,
PUBLICATIONS. 22 ARTICLES, BOOK CHAPTERS, REVIEWS, 38 SCHOLARLY PAPERS,
22 ARTICLES, BOOK CHAPTERS, REVIEWS, 38 SCHOLARLY PAPERS, PRESENTATIONS.
REVIEWS, 38 SCHOLARLY PAPERS, PRESENTATIONS. WHAT DO YOU READ
PRESENTATIONS. WHAT DO YOU READ NON-PROFESSIONAL WISE?
WHAT DO YOU READ NON-PROFESSIONAL WISE? NOT TONY MORRISON, ALICE, OR
NON-PROFESSIONAL WISE? NOT TONY MORRISON, ALICE, OR WILLIAM FAULK NER, BUT WHAT DO
NOT TONY MORRISON, ALICE, OR WILLIAM FAULK NER, BUT WHAT DO YOU READ?
WILLIAM FAULK NER, BUT WHAT DO YOU READ? >> I LIKE TO READ THINGS ABOUT
YOU READ? >> I LIKE TO READ THINGS ABOUT HEALTH, ANYTHING DEALING WITH
>> I LIKE TO READ THINGS ABOUT HEALTH, ANYTHING DEALING WITH HEALTH, ANYTHING ABOUT FINANCE,
HEALTH, ANYTHING DEALING WITH HEALTH, ANYTHING ABOUT FINANCE, I LIKE THOSE KINDS OF THINGS.
HEALTH, ANYTHING ABOUT FINANCE, I LIKE THOSE KINDS OF THINGS. I LIKE TO READ MOTIVATIONNAL
I LIKE THOSE KINDS OF THINGS. I LIKE TO READ MOTIVATIONNAL KINDS OF BOOKS.
I LIKE TO READ MOTIVATIONNAL KINDS OF BOOKS. I AM VERY INSPIRED BY SERMONS,
KINDS OF BOOKS. I AM VERY INSPIRED BY SERMONS, ALL KINDS OF SERMONS, JOEL
I AM VERY INSPIRED BY SERMONS, ALL KINDS OF SERMONS, JOEL OLSTEEN, MANY OF MARTIN LUTHER
ALL KINDS OF SERMONS, JOEL OLSTEEN, MANY OF MARTIN LUTHER KING'S MESSANCE.
OLSTEEN, MANY OF MARTIN LUTHER KING'S MESSANCE. YOU WERE AWE SOCIETY MINISTER AT
KING'S MESSANCE. YOU WERE AWE SOCIETY MINISTER AT ONE TIME.
YOU WERE AWE SOCIETY MINISTER AT ONE TIME. >>I AM STILL ASSOCIATE MINISTER.
ONE TIME. >>I AM STILL ASSOCIATE MINISTER. >>HOW DOES THAT DIFFER FROM
>>I AM STILL ASSOCIATE MINISTER. >>HOW DOES THAT DIFFER FROM BEING ASSOCIATED WITH DIFFERENT
>>HOW DOES THAT DIFFER FROM BEING ASSOCIATED WITH DIFFERENT WESTERN?
BEING ASSOCIATED WITH DIFFERENT WESTERN? WHAT IS IT ABOUT THAT, THAT YOU
WESTERN? WHAT IS IT ABOUT THAT, THAT YOU ENJOY?
WHAT IS IT ABOUT THAT, THAT YOU ENJOY? >> MY MINISTRY IS TWO FOLD:
ENJOY? >> MY MINISTRY IS TWO FOLD: AS AN ACADEMICIAN, AS AN
>> MY MINISTRY IS TWO FOLD: AS AN ACADEMICIAN, AS AN ADMINISTRATOR, I HAVE A MINISTRY
AS AN ACADEMICIAN, AS AN ADMINISTRATOR, I HAVE A MINISTRY IN TERMS OF WORKING WITH PEOPLE,
ADMINISTRATOR, I HAVE A MINISTRY IN TERMS OF WORKING WITH PEOPLE, AND IN THE CHURCH AND IN THE
IN TERMS OF WORKING WITH PEOPLE, AND IN THE CHURCH AND IN THE COMMUNITY, I HAVE A MINISTRY.
AND IN THE CHURCH AND IN THE COMMUNITY, I HAVE A MINISTRY. THAT MINISTRY CONTINUES,
COMMUNITY, I HAVE A MINISTRY. THAT MINISTRY CONTINUES, HOWEVER, I CAN'T PROMOTE CERTAIN
THAT MINISTRY CONTINUES, HOWEVER, I CAN'T PROMOTE CERTAIN THINGS ON THE CAMPUS, OF COURSE,
HOWEVER, I CAN'T PROMOTE CERTAIN THINGS ON THE CAMPUS, OF COURSE, BUT THIS IS JUST WHO I AM, THE
THINGS ON THE CAMPUS, OF COURSE, BUT THIS IS JUST WHO I AM, THE MINISTRY THAT I TAKE PART IN,
BUT THIS IS JUST WHO I AM, THE MINISTRY THAT I TAKE PART IN, THE PERSON THAT I AM IN WORKING
MINISTRY THAT I TAKE PART IN, THE PERSON THAT I AM IN WORKING WITH INDIVIDUALS TO MAKING SURE
THE PERSON THAT I AM IN WORKING WITH INDIVIDUALS TO MAKING SURE THAT INDIVIDUALS GET A GOOD
WITH INDIVIDUALS TO MAKING SURE THAT INDIVIDUALS GET A GOOD EXPERIENCE IN WORKING AT WESTERN
THAT INDIVIDUALS GET A GOOD EXPERIENCE IN WORKING AT WESTERN AND MAKING SURE WE TAKE CARE OF
EXPERIENCE IN WORKING AT WESTERN AND MAKING SURE WE TAKE CARE OF THE STUDENTS AS WELL AS THE
AND MAKING SURE WE TAKE CARE OF THE STUDENTS AS WELL AS THE INDIVIDUALS WHO WORK THERE.
THE STUDENTS AS WELL AS THE INDIVIDUALS WHO WORK THERE. >>LET'S TURN TO THE FUNCTION OF
INDIVIDUALS WHO WORK THERE. >>LET'S TURN TO THE FUNCTION OF THE PRESIDENT.
>>LET'S TURN TO THE FUNCTION OF THE PRESIDENT. FUNDRAISING, IMPROVING
THE PRESIDENT. FUNDRAISING, IMPROVING COMPENSATION FOR EVERYONE,
FUNDRAISING, IMPROVING COMPENSATION FOR EVERYONE, DELIVERING ON THE MISSION YOU
COMPENSATION FOR EVERYONE, DELIVERING ON THE MISSION YOU HAVE EXPRESSEDED.
DELIVERING ON THE MISSION YOU HAVE EXPRESSEDED. HAVE YOU ANY POLITICAL
HAVE EXPRESSEDED. HAVE YOU ANY POLITICAL ASPIRATIONS?
HAVE YOU ANY POLITICAL ASPIRATIONS? >> NO.
ASPIRATIONS? >> NO. NONE.
>> NO. NONE. NO.
NONE. NO. >> NOW, IN TERMS OF THE BUDGET,
NO. >> NOW, IN TERMS OF THE BUDGET, I HAVE WITH ME THE BUDGET
>> NOW, IN TERMS OF THE BUDGET, I HAVE WITH ME THE BUDGET REQUEST.
I HAVE WITH ME THE BUDGET REQUEST. WHAT IS THE AMOUNT OF THE BUDGET
REQUEST. WHAT IS THE AMOUNT OF THE BUDGET THAT YOU 50 DOLLARS THAT YOU ARE
WHAT IS THE AMOUNT OF THE BUDGET THAT YOU 50 DOLLARS THAT YOU ARE REQUESTING?
THAT YOU 50 DOLLARS THAT YOU ARE REQUESTING? >> TOTAL BUDGET IS AROUND
REQUESTING? >> TOTAL BUDGET IS AROUND 220 MILLION, OUR TOTAL BUDGET.
>> TOTAL BUDGET IS AROUND 220 MILLION, OUR TOTAL BUDGET. IT IS A BUSINESS IN SOME SENSE?
220 MILLION, OUR TOTAL BUDGET. IT IS A BUSINESS IN SOME SENSE? >> RIGHT.
IT IS A BUSINESS IN SOME SENSE? >> RIGHT. >>HAVE YOU THOUGHT ABOUT THE
>> RIGHT. >>HAVE YOU THOUGHT ABOUT THE IMPLICATIONS OF YOUR DELIVERING
>>HAVE YOU THOUGHT ABOUT THE IMPLICATIONS OF YOUR DELIVERING ON AN IDEA, YET, IT IS A
IMPLICATIONS OF YOUR DELIVERING ON AN IDEA, YET, IT IS A BUSINESS.
ON AN IDEA, YET, IT IS A BUSINESS. ARE THEY INCONSISTENT?
BUSINESS. ARE THEY INCONSISTENT? >> YES, I THINK SO.
ARE THEY INCONSISTENT? >> YES, I THINK SO. >>HOW DO YOU MANAGE BOTH?
>> YES, I THINK SO. >>HOW DO YOU MANAGE BOTH? IN OTHER WORDS, LET'S ASSUME THE
>>HOW DO YOU MANAGE BOTH? IN OTHER WORDS, LET'S ASSUME THE BUDGET ISN'T APPROVED.
IN OTHER WORDS, LET'S ASSUME THE BUDGET ISN'T APPROVED. YOU DON'T GET THE FUNDING.
BUDGET ISN'T APPROVED. YOU DON'T GET THE FUNDING. WHO DO YOU CUT AND WHEN DO YOU
YOU DON'T GET THE FUNDING. WHO DO YOU CUT AND WHEN DO YOU CUT?
WHO DO YOU CUT AND WHEN DO YOU CUT? ATTRITION?
CUT? ATTRITION? HOW DO YOU HANDLE THAT SIDE OF
ATTRITION? HOW DO YOU HANDLE THAT SIDE OF YOUR BRAIN, THE DOLLARS AND
HOW DO YOU HANDLE THAT SIDE OF YOUR BRAIN, THE DOLLARS AND CENTS SIDE OF YOUR BRAIN VERSUS
YOUR BRAIN, THE DOLLARS AND CENTS SIDE OF YOUR BRAIN VERSUS THE POSITION OF BEING THE HEAD
CENTS SIDE OF YOUR BRAIN VERSUS THE POSITION OF BEING THE HEAD OF UNIVERSITY AS WELL RESPECTED
THE POSITION OF BEING THE HEAD OF UNIVERSITY AS WELL RESPECTED AS WESTERN?
OF UNIVERSITY AS WELL RESPECTED AS WESTERN? >> WELL, AS THE HEAD OF THAT
AS WESTERN? >> WELL, AS THE HEAD OF THAT UNIVERSITY, I HAVE TO MAKE
>> WELL, AS THE HEAD OF THAT UNIVERSITY, I HAVE TO MAKE CERTAIN DECISIONS.
UNIVERSITY, I HAVE TO MAKE CERTAIN DECISIONS. WHEN WE DON'T GET THE FUNDING
CERTAIN DECISIONS. WHEN WE DON'T GET THE FUNDING FOR THE INSTITUTION, I AM OUT
WHEN WE DON'T GET THE FUNDING FOR THE INSTITUTION, I AM OUT THERE BEFORE THE LEGISLATORS, I
FOR THE INSTITUTION, I AM OUT THERE BEFORE THE LEGISLATORS, I AM OUT THERE TRYING TO DO MORE
THERE BEFORE THE LEGISLATORS, I AM OUT THERE TRYING TO DO MORE FUNDRAISING.
AM OUT THERE TRYING TO DO MORE FUNDRAISING. I AM OUT THERE TRYING TO GET THE
FUNDRAISING. I AM OUT THERE TRYING TO GET THE LEGISLATORS TO GIVE US MORE
I AM OUT THERE TRYING TO GET THE LEGISLATORS TO GIVE US MORE FUNDING.
LEGISLATORS TO GIVE US MORE FUNDING. AND WHEN THOSE TOUGH DECISIONS
FUNDING. AND WHEN THOSE TOUGH DECISIONS HAVE TO BE MADE, WE SIT DOWN
AND WHEN THOSE TOUGH DECISIONS HAVE TO BE MADE, WE SIT DOWN WITH THE VARIOUS CONSTITUENTS AT
HAVE TO BE MADE, WE SIT DOWN WITH THE VARIOUS CONSTITUENTS AT THE INSTITUTION TO DECIDE WHERE
WITH THE VARIOUS CONSTITUENTS AT THE INSTITUTION TO DECIDE WHERE WE ARE GOING TO CUT IF NEED BE.
THE INSTITUTION TO DECIDE WHERE WE ARE GOING TO CUT IF NEED BE. >>YOU DON'T HAVE A PROBLEM WITH
WE ARE GOING TO CUT IF NEED BE. >>YOU DON'T HAVE A PROBLEM WITH TERMINATING PEOPLE?
>>YOU DON'T HAVE A PROBLEM WITH TERMINATING PEOPLE? >> I DO HAVE A PROBLEM WITH
TERMINATING PEOPLE? >> I DO HAVE A PROBLEM WITH TERMINATING PEOPLE.
>> I DO HAVE A PROBLEM WITH TERMINATING PEOPLE. WE TRY NOT TO TERMINATE PEOPLE.
TERMINATING PEOPLE. WE TRY NOT TO TERMINATE PEOPLE. BUT WHEN THERE ARE -- WHAT WE
WE TRY NOT TO TERMINATE PEOPLE. BUT WHEN THERE ARE -- WHAT WE HAVE BEEN DOING IS WHEN WE DO
BUT WHEN THERE ARE -- WHAT WE HAVE BEEN DOING IS WHEN WE DO HAVE A SHORTFALL, WE ARE HOLDING
HAVE BEEN DOING IS WHEN WE DO HAVE A SHORTFALL, WE ARE HOLDING ON POSITIONS WHEN THEY BECOME
HAVE A SHORTFALL, WE ARE HOLDING ON POSITIONS WHEN THEY BECOME VACANT, THEREFORE, WE DON'T HAVE
ON POSITIONS WHEN THEY BECOME VACANT, THEREFORE, WE DON'T HAVE TO TERMINATE INDIVIDUALS.
VACANT, THEREFORE, WE DON'T HAVE TO TERMINATE INDIVIDUALS. BUT IF THERE IS A SITUATION
TO TERMINATE INDIVIDUALS. BUT IF THERE IS A SITUATION WHERE WE HAVE TO TERMINATE
BUT IF THERE IS A SITUATION WHERE WE HAVE TO TERMINATE SOMEONE FOR WRONGDOING OR
WHERE WE HAVE TO TERMINATE SOMEONE FOR WRONGDOING OR SOMETHING OF THAT NATURE, THEN
SOMEONE FOR WRONGDOING OR SOMETHING OF THAT NATURE, THEN WE HAVE TO DO THAT.
SOMETHING OF THAT NATURE, THEN WE HAVE TO DO THAT. >>I WAS LOOKING AT THE SPENDING
WE HAVE TO DO THAT. >>I WAS LOOKING AT THE SPENDING REDUCTION ACT OF 2011 PROPOSED
>>I WAS LOOKING AT THE SPENDING REDUCTION ACT OF 2011 PROPOSED BY THE REPUBLICAN PARTY.
REDUCTION ACT OF 2011 PROPOSED BY THE REPUBLICAN PARTY. AMONG OTHER OBSERVATIONS,
BY THE REPUBLICAN PARTY. AMONG OTHER OBSERVATIONS, DESIGNED TO STOP SOME OF THE
AMONG OTHER OBSERVATIONS, DESIGNED TO STOP SOME OF THE INCREASES IN DEBT, WAS
DESIGNED TO STOP SOME OF THE INCREASES IN DEBT, WAS ELIMINATED AUTOMATIC PAY
INCREASES IN DEBT, WAS ELIMINATED AUTOMATIC PAY INCREASES FOR CIVILIAN FEDERAL
ELIMINATED AUTOMATIC PAY INCREASES FOR CIVILIAN FEDERAL WORKERS FOR FIVE YEARS, AND
INCREASES FOR CIVILIAN FEDERAL WORKERS FOR FIVE YEARS, AND INTERESTINGLY ALLOW THE HIRING
WORKERS FOR FIVE YEARS, AND INTERESTINGLY ALLOW THE HIRING OF ONLY ONE NEW WORKER FOR EVERY
INTERESTINGLY ALLOW THE HIRING OF ONLY ONE NEW WORKER FOR EVERY TWO WORKERS WHO LEAVE
OF ONLY ONE NEW WORKER FOR EVERY TWO WORKERS WHO LEAVE EMPLOYMENT.
TWO WORKERS WHO LEAVE EMPLOYMENT. IN OTHER WORDS, ATTRITION.
EMPLOYMENT. IN OTHER WORDS, ATTRITION. THAT'S A LITTLE EASIER TO HANDLE
IN OTHER WORDS, ATTRITION. THAT'S A LITTLE EASIER TO HANDLE THAN OUTRIGHT TERMINATION.
THAT'S A LITTLE EASIER TO HANDLE THAN OUTRIGHT TERMINATION. >>RIGHT.
THAN OUTRIGHT TERMINATION. >>RIGHT. >>YOUR LEADERSHIP SKILLS, HOW DO
>>RIGHT. >>YOUR LEADERSHIP SKILLS, HOW DO YOU HIRE?
>>YOUR LEADERSHIP SKILLS, HOW DO YOU HIRE? WHAT DO YOU LOOK FOR WHEN YOU
YOU HIRE? WHAT DO YOU LOOK FOR WHEN YOU HIRE SOMEONE?
WHAT DO YOU LOOK FOR WHEN YOU HIRE SOMEONE? >> WELL, OF COURSE, WE HAVE A
HIRE SOMEONE? >> WELL, OF COURSE, WE HAVE A JOB ANNOUNCEMENT THAT IS PUT
>> WELL, OF COURSE, WE HAVE A JOB ANNOUNCEMENT THAT IS PUT OUT, AND WE LOOK FOR A PERSON
JOB ANNOUNCEMENT THAT IS PUT OUT, AND WE LOOK FOR A PERSON WHO HAS THE CREDENTIALS FOR THAT
OUT, AND WE LOOK FOR A PERSON WHO HAS THE CREDENTIALS FOR THAT PARTICULAR POSITION THAT WE ARE
WHO HAS THE CREDENTIALS FOR THAT PARTICULAR POSITION THAT WE ARE PURSUING.
PARTICULAR POSITION THAT WE ARE PURSUING. SOMEONE WHO IS WELL QUALIFIED.
PURSUING. SOMEONE WHO IS WELL QUALIFIED. FOR MYSELF, AND WE WANT
SOMEONE WHO IS WELL QUALIFIED. FOR MYSELF, AND WE WANT SOMEONE -- IT WE HIRE FACULTY,
FOR MYSELF, AND WE WANT SOMEONE -- IT WE HIRE FACULTY, WE WANT TO MAKE SURE THAT PERSON
SOMEONE -- IT WE HIRE FACULTY, WE WANT TO MAKE SURE THAT PERSON HAS THE KNOWLEDGE AS WELL AS THE
WE WANT TO MAKE SURE THAT PERSON HAS THE KNOWLEDGE AS WELL AS THE ENTHUSIASM, MOTIVATION AND THE
HAS THE KNOWLEDGE AS WELL AS THE ENTHUSIASM, MOTIVATION AND THE KNOW-HOW IN TERMS OF HOW TO
ENTHUSIASM, MOTIVATION AND THE KNOW-HOW IN TERMS OF HOW TO REACH OUR STUDENTS.
KNOW-HOW IN TERMS OF HOW TO REACH OUR STUDENTS. WE ARE CONCERNED ABOUT THE --
REACH OUR STUDENTS. WE ARE CONCERNED ABOUT THE -- HOW THE TEACHING AND LEARNING
WE ARE CONCERNED ABOUT THE -- HOW THE TEACHING AND LEARNING THAT WILL BE GOING ON IN THE
HOW THE TEACHING AND LEARNING THAT WILL BE GOING ON IN THE CLASSROOM, THAT KIND OF THING.
THAT WILL BE GOING ON IN THE CLASSROOM, THAT KIND OF THING. BUT WE DO RECRUITMENT.
CLASSROOM, THAT KIND OF THING. BUT WE DO RECRUITMENT. >>I UNDERSTAND, JACK, AND YOU
BUT WE DO RECRUITMENT. >>I UNDERSTAND, JACK, AND YOU ARE USING THE WORD "WE."
>>I UNDERSTAND, JACK, AND YOU ARE USING THE WORD "WE." I AM ASKING A LITTLE DIFFERENT
ARE USING THE WORD "WE." I AM ASKING A LITTLE DIFFERENT QUESTION.
I AM ASKING A LITTLE DIFFERENT QUESTION. PRETEND I AM AN INTERVIEW E
QUESTION. PRETEND I AM AN INTERVIEW E RATHER THAN POTENTIAL STUDENT.
PRETEND I AM AN INTERVIEW E RATHER THAN POTENTIAL STUDENT. YOU LOOK IN MY EYES, AND WHAT DO
RATHER THAN POTENTIAL STUDENT. YOU LOOK IN MY EYES, AND WHAT DO YOU LOOK FOR?
YOU LOOK IN MY EYES, AND WHAT DO YOU LOOK FOR? YOU LOOK AT MY RESUME?
YOU LOOK FOR? YOU LOOK AT MY RESUME? YOU LOOK WHAT I HAVE DONE OR NOT
YOU LOOK AT MY RESUME? YOU LOOK WHAT I HAVE DONE OR NOT DONE?
YOU LOOK WHAT I HAVE DONE OR NOT DONE? HOW DO YOU ASSESS MY SUCCESS
DONE? HOW DO YOU ASSESS MY SUCCESS WITH WESTERN?
HOW DO YOU ASSESS MY SUCCESS WITH WESTERN? WHAT DO YOU, JACK, LOOK FOR?
WITH WESTERN? WHAT DO YOU, JACK, LOOK FOR? A POTENTIAL HIRE?
WHAT DO YOU, JACK, LOOK FOR? A POTENTIAL HIRE? >> I LOOK AT THE RESUME. LET'S
A POTENTIAL HIRE? >> I LOOK AT THE RESUME. LET'S FORGET THE RESUME.
>> I LOOK AT THE RESUME. LET'S FORGET THE RESUME. WHAT SORT OF RESUME --
FORGET THE RESUME. WHAT SORT OF RESUME -- >>THERE WILL BE QUESTIONS,
WHAT SORT OF RESUME -- >>THERE WILL BE QUESTIONS, THOUGH.
>>THERE WILL BE QUESTIONS, THOUGH. FOR EXAMPLE, WE ALWAYS HAVE --
THOUGH. FOR EXAMPLE, WE ALWAYS HAVE -- AND I HAVE A SET OF QUESTIONS
FOR EXAMPLE, WE ALWAYS HAVE -- AND I HAVE A SET OF QUESTIONS THAT I ASK.
AND I HAVE A SET OF QUESTIONS THAT I ASK. >>GIVE ME ONE.
THAT I ASK. >>GIVE ME ONE. >>WHY ARE YOU INTERESTED IN
>>GIVE ME ONE. >>WHY ARE YOU INTERESTED IN WESTERN ILLINOIS UNIVERSITY?
>>WHY ARE YOU INTERESTED IN WESTERN ILLINOIS UNIVERSITY? WHAT WILL YOU BRING TO THIS
WESTERN ILLINOIS UNIVERSITY? WHAT WILL YOU BRING TO THIS INSTITUTION THAT WOULD MAKE IT
WHAT WILL YOU BRING TO THIS INSTITUTION THAT WOULD MAKE IT BETTER THAN WHAT IT IS NOW?
INSTITUTION THAT WOULD MAKE IT BETTER THAN WHAT IT IS NOW? THAT WILL BE MY FIRST QUESTION.
BETTER THAN WHAT IT IS NOW? THAT WILL BE MY FIRST QUESTION. >>WHAT QUALITIES TURN YOU OFF?
THAT WILL BE MY FIRST QUESTION. >>WHAT QUALITIES TURN YOU OFF? >> UM, I AM NOT SURE THERE ARE
>>WHAT QUALITIES TURN YOU OFF? >> UM, I AM NOT SURE THERE ARE PARTICULAR QUALITIES THAT TURN
>> UM, I AM NOT SURE THERE ARE PARTICULAR QUALITIES THAT TURN ME OFF.
PARTICULAR QUALITIES THAT TURN ME OFF. WELL, INDIVIDUALS WHO ARE NOT AS
ME OFF. WELL, INDIVIDUALS WHO ARE NOT AS ACCOMPLISHED, CERTAIN
WELL, INDIVIDUALS WHO ARE NOT AS ACCOMPLISHED, CERTAIN PERSONALITIES THAT INDIVIDUALS
ACCOMPLISHED, CERTAIN PERSONALITIES THAT INDIVIDUALS HAVE.
PERSONALITIES THAT INDIVIDUALS HAVE. WESTERN IS A PLACE WHERE
HAVE. WESTERN IS A PLACE WHERE INDIVIDUALS ARE REALLY
WESTERN IS A PLACE WHERE INDIVIDUALS ARE REALLY DOWN-TO-EARTH, INDIVIDUALS ARE
INDIVIDUALS ARE REALLY DOWN-TO-EARTH, INDIVIDUALS ARE VERY FRIENDLY, INDIVIDUALS THAT
DOWN-TO-EARTH, INDIVIDUALS ARE VERY FRIENDLY, INDIVIDUALS THAT ARE CONCERNED ABOUT THE
VERY FRIENDLY, INDIVIDUALS THAT ARE CONCERNED ABOUT THE UNIVERSITY. WHEN I SEE
ARE CONCERNED ABOUT THE UNIVERSITY. WHEN I SEE INDIVIDUALS WHO ARE NOT
UNIVERSITY. WHEN I SEE INDIVIDUALS WHO ARE NOT CONCERNED ABOUT THE OF THE
INDIVIDUALS WHO ARE NOT CONCERNED ABOUT THE OF THE EDGESTUTION OR THE STUDENTS,
CONCERNED ABOUT THE OF THE EDGESTUTION OR THE STUDENTS, THEN THAT IS GOING TO TURN ME
EDGESTUTION OR THE STUDENTS, THEN THAT IS GOING TO TURN ME OFF BECAUSE THEY HAVE TO BE
THEN THAT IS GOING TO TURN ME OFF BECAUSE THEY HAVE TO BE CONCERNED ABOUT THE STUDENTS
OFF BECAUSE THEY HAVE TO BE CONCERNED ABOUT THE STUDENTS FIRST AS WELL AS THE INSTITUTION
CONCERNED ABOUT THE STUDENTS FIRST AS WELL AS THE INSTITUTION .
FIRST AS WELL AS THE INSTITUTION . LET'S TALK ABOUT YOUR ACADEMIC
. LET'S TALK ABOUT YOUR ACADEMIC BACKGROUND.
LET'S TALK ABOUT YOUR ACADEMIC BACKGROUND. FIRST QUESTION, WHY ENGLISH
BACKGROUND. FIRST QUESTION, WHY ENGLISH RATHER THAN X, Y OR Z?
FIRST QUESTION, WHY ENGLISH RATHER THAN X, Y OR Z? >> WHEN I WAS IN HIGH SCHOOL, I
RATHER THAN X, Y OR Z? >> WHEN I WAS IN HIGH SCHOOL, I HAD AN AFRICAN AMERICAN MALE
>> WHEN I WAS IN HIGH SCHOOL, I HAD AN AFRICAN AMERICAN MALE TEACHER, AND I LIKED THE WAY HE
HAD AN AFRICAN AMERICAN MALE TEACHER, AND I LIKED THE WAY HE CAME BEFORE THE CLASS AND HOW HE
TEACHER, AND I LIKED THE WAY HE CAME BEFORE THE CLASS AND HOW HE READ AND HE WAS VERY ARTICULATE
CAME BEFORE THE CLASS AND HOW HE READ AND HE WAS VERY ARTICULATE IN THE WAY HE EXPLAINED THINGS.
READ AND HE WAS VERY ARTICULATE IN THE WAY HE EXPLAINED THINGS. I WANTED TO PATTERN MY LIFE
IN THE WAY HE EXPLAINED THINGS. I WANTED TO PATTERN MY LIFE AFTER HIM.
I WANTED TO PATTERN MY LIFE AFTER HIM. I KNEW I WAS GOING TO COLLEGE,
AFTER HIM. I KNEW I WAS GOING TO COLLEGE, AND I DECIDED THAT I WANTED TO
I KNEW I WAS GOING TO COLLEGE, AND I DECIDED THAT I WANTED TO BE A HIGH SCHOOL ENGLISH TEACHER
AND I DECIDED THAT I WANTED TO BE A HIGH SCHOOL ENGLISH TEACHER BASED ON MY EXPERIENCES IN HIS
BE A HIGH SCHOOL ENGLISH TEACHER BASED ON MY EXPERIENCES IN HIS CLASS.
BASED ON MY EXPERIENCES IN HIS CLASS. AND THAT'S WHAT INSPIRED ME TO
CLASS. AND THAT'S WHAT INSPIRED ME TO BECOME AN ENGLISH MAJOR, AND I
AND THAT'S WHAT INSPIRED ME TO BECOME AN ENGLISH MAJOR, AND I NEVER TAUGHT ENGLISH IN THE HIGH
BECOME AN ENGLISH MAJOR, AND I NEVER TAUGHT ENGLISH IN THE HIGH SCHOOL ENGLISH!
NEVER TAUGHT ENGLISH IN THE HIGH SCHOOL ENGLISH! (LAUGHING) I ACTUALLY STARTED AT
SCHOOL ENGLISH! (LAUGHING) I ACTUALLY STARTED AT THE AGE OF 23, I FINISHED MY
(LAUGHING) I ACTUALLY STARTED AT THE AGE OF 23, I FINISHED MY MASTER'S AND STARTED TEACHING AT
THE AGE OF 23, I FINISHED MY MASTER'S AND STARTED TEACHING AT JOHNSON C SMITH UNIVERSITY AS AN
MASTER'S AND STARTED TEACHING AT JOHNSON C SMITH UNIVERSITY AS AN ENGLISH IN INSTRUCTOR AND
JOHNSON C SMITH UNIVERSITY AS AN ENGLISH IN INSTRUCTOR AND DIRECTOR OF THE WRITING CENTER,
ENGLISH IN INSTRUCTOR AND DIRECTOR OF THE WRITING CENTER, BUT I NEVER HAD THE OPPORTUNITY
DIRECTOR OF THE WRITING CENTER, BUT I NEVER HAD THE OPPORTUNITY TO TEACH HIGH SCHOOL.
BUT I NEVER HAD THE OPPORTUNITY TO TEACH HIGH SCHOOL. THAT WAS MY GOAL, BUT AS I WENT
TO TEACH HIGH SCHOOL. THAT WAS MY GOAL, BUT AS I WENT ALONG, EVEN IN MY UNDERGRADUATE
THAT WAS MY GOAL, BUT AS I WENT ALONG, EVEN IN MY UNDERGRADUATE PROGRAM, I MET ENGLISH
ALONG, EVEN IN MY UNDERGRADUATE PROGRAM, I MET ENGLISH PROFESSOR, AFRICAN AMERICAN MALE
PROGRAM, I MET ENGLISH PROFESSOR, AFRICAN AMERICAN MALE WHO SAID YOU REALLY NEED TO GO
PROFESSOR, AFRICAN AMERICAN MALE WHO SAID YOU REALLY NEED TO GO ON ONCE YOU FINISH YOUR
WHO SAID YOU REALLY NEED TO GO ON ONCE YOU FINISH YOUR BACHELOR'S TO GET A MASTER'S,
ON ONCE YOU FINISH YOUR BACHELOR'S TO GET A MASTER'S, AND THEN I WENT ONTO VIRGINIA
BACHELOR'S TO GET A MASTER'S, AND THEN I WENT ONTO VIRGINIA STATE.
AND THEN I WENT ONTO VIRGINIA STATE. I MET ANOTHER AFRICAN AMERICAN
STATE. I MET ANOTHER AFRICAN AMERICAN MALE THERE WHO SAID YOU DO
I MET ANOTHER AFRICAN AMERICAN MALE THERE WHO SAID YOU DO EXCELLENT WORK.
MALE THERE WHO SAID YOU DO EXCELLENT WORK. YOU NEED TO GO ON AND PURSUE A
EXCELLENT WORK. YOU NEED TO GO ON AND PURSUE A PH.D.
YOU NEED TO GO ON AND PURSUE A PH.D. I HAD NOTHING TO PROVE.
PH.D. I HAD NOTHING TO PROVE. EVERYTHING TO GAIN.
I HAD NOTHING TO PROVE. EVERYTHING TO GAIN. I WAS THE FIRST IN MY FAMILY.
EVERYTHING TO GAIN. I WAS THE FIRST IN MY FAMILY. SO I DID THAT.
I WAS THE FIRST IN MY FAMILY. SO I DID THAT. I DID EXACTLY WHAT THEY
SO I DID THAT. I DID EXACTLY WHAT THEY ENCOURAGED ME TO DO.
I DID EXACTLY WHAT THEY ENCOURAGED ME TO DO. >>THE TIPPING POINT FROM ENGLISH
ENCOURAGED ME TO DO. >>THE TIPPING POINT FROM ENGLISH AS PROFESSOR, PH.D., TO
>>THE TIPPING POINT FROM ENGLISH AS PROFESSOR, PH.D., TO ADMINISTRATOR, TO GOVERNANCE,
AS PROFESSOR, PH.D., TO ADMINISTRATOR, TO GOVERNANCE, WHEN DID THAT OCCUR AND WHY?
ADMINISTRATOR, TO GOVERNANCE, WHEN DID THAT OCCUR AND WHY? >> I THINK IT JUST EVOLVED.
WHEN DID THAT OCCUR AND WHY? >> I THINK IT JUST EVOLVED. IT JUST HAPPENED.
>> I THINK IT JUST EVOLVED. IT JUST HAPPENED. WHEN I WAS AT THE UNIVERSITY OF
IT JUST HAPPENED. WHEN I WAS AT THE UNIVERSITY OF MARYLAND EASTERN SHORE AS
WHEN I WAS AT THE UNIVERSITY OF MARYLAND EASTERN SHORE AS ENGLISH PROFESSOR, AND I ROSE UP
MARYLAND EASTERN SHORE AS ENGLISH PROFESSOR, AND I ROSE UP THROUGH THE RANKS, WAS TEN YOU
ENGLISH PROFESSOR, AND I ROSE UP THROUGH THE RANKS, WAS TEN YOU HAD EVENTUALLY FOR PROFESSOR,
THROUGH THE RANKS, WAS TEN YOU HAD EVENTUALLY FOR PROFESSOR, AND I HAD INDIVIDUALS WHO
HAD EVENTUALLY FOR PROFESSOR, AND I HAD INDIVIDUALS WHO APPROACHED ME, ADMINISTRATORS,
AND I HAD INDIVIDUALS WHO APPROACHED ME, ADMINISTRATORS, AND THEY LIKED THE SKILLS, THE
APPROACHED ME, ADMINISTRATORS, AND THEY LIKED THE SKILLS, THE COMMITMENT THAT I HAD TO THE
AND THEY LIKED THE SKILLS, THE COMMITMENT THAT I HAD TO THE INSTITUTION AS WELL AS MY
COMMITMENT THAT I HAD TO THE INSTITUTION AS WELL AS MY SKILLS.
INSTITUTION AS WELL AS MY SKILLS. THEY ENCOURAGED ME TO APPLY FOR
SKILLS. THEY ENCOURAGED ME TO APPLY FOR THE CHAIR OF THE DEPARTMENT, OF
THEY ENCOURAGED ME TO APPLY FOR THE CHAIR OF THE DEPARTMENT, OF THE ENGLISH DEPARTMENT, AND IT
THE CHAIR OF THE DEPARTMENT, OF THE ENGLISH DEPARTMENT, AND IT JUST TOOK OFF FROM THERE.
THE ENGLISH DEPARTMENT, AND IT JUST TOOK OFF FROM THERE. >>WE ARE SITTING HERE, FIVE, TEN
JUST TOOK OFF FROM THERE. >>WE ARE SITTING HERE, FIVE, TEN YEARS FROM NOW, WHAT ARE WE
>>WE ARE SITTING HERE, FIVE, TEN YEARS FROM NOW, WHAT ARE WE TALKING ABOUT?
YEARS FROM NOW, WHAT ARE WE TALKING ABOUT? WHAT HAVE YOU DONE, WHAT HAVE
TALKING ABOUT? WHAT HAVE YOU DONE, WHAT HAVE YOU NOT DONE?
WHAT HAVE YOU DONE, WHAT HAVE YOU NOT DONE? LAST DECADE?
YOU NOT DONE? LAST DECADE? >> FIVE YEARS FROM NOW, I DO
LAST DECADE? >> FIVE YEARS FROM NOW, I DO PLAN TO BE AT WESTERN, AND
>> FIVE YEARS FROM NOW, I DO PLAN TO BE AT WESTERN, AND LOOKING AT THE ACCOMPLISHMENTS
PLAN TO BE AT WESTERN, AND LOOKING AT THE ACCOMPLISHMENTS THAT I WOULD HAVE MADE, WE WOULD
LOOKING AT THE ACCOMPLISHMENTS THAT I WOULD HAVE MADE, WE WOULD HAVE MOVED THE INSTITUTION
THAT I WOULD HAVE MADE, WE WOULD HAVE MOVED THE INSTITUTION FORWARD TO THE NEXT LEVEL.
HAVE MOVED THE INSTITUTION FORWARD TO THE NEXT LEVEL. WE WOULD HAVE INCREASED IN TERMS
FORWARD TO THE NEXT LEVEL. WE WOULD HAVE INCREASED IN TERMS OF OUR RETENTION AND GRADUATION
WE WOULD HAVE INCREASED IN TERMS OF OUR RETENTION AND GRADUATION RATES.
OF OUR RETENTION AND GRADUATION RATES. WE WOULD HAVE DONE MORE IN TERMS
RATES. WE WOULD HAVE DONE MORE IN TERMS OF OUR FUNDRAISING, AND WE WOULD
WE WOULD HAVE DONE MORE IN TERMS OF OUR FUNDRAISING, AND WE WOULD HAVE HAD OTHER FACILITIES ONLINE
OF OUR FUNDRAISING, AND WE WOULD HAVE HAD OTHER FACILITIES ONLINE AND WE WOULD HAVE COMPLETED THE
HAVE HAD OTHER FACILITIES ONLINE AND WE WOULD HAVE COMPLETED THE QUAD CITY'S CAMPUS, AND
AND WE WOULD HAVE COMPLETED THE QUAD CITY'S CAMPUS, AND HOPEFULLY WE WOULD BE -- WE
QUAD CITY'S CAMPUS, AND HOPEFULLY WE WOULD BE -- WE WOULD HAVE GOTTEN THROUGH THIS
HOPEFULLY WE WOULD BE -- WE WOULD HAVE GOTTEN THROUGH THIS RECESSION.
WOULD HAVE GOTTEN THROUGH THIS RECESSION. SO WE WOULD HAVE BETTER FUNDING
RECESSION. SO WE WOULD HAVE BETTER FUNDING FOR THE INSTITUTION, BRINGING
SO WE WOULD HAVE BETTER FUNDING FOR THE INSTITUTION, BRINGING MORE STUDENTS INTO THE
FOR THE INSTITUTION, BRINGING MORE STUDENTS INTO THE INSTITUTION, AND PROVIDING THEM
MORE STUDENTS INTO THE INSTITUTION, AND PROVIDING THEM WITH SCHOLARSHIPS IF NEED BE.
INSTITUTION, AND PROVIDING THEM WITH SCHOLARSHIPS IF NEED BE. SO I SEE THE INSTITUTION MOVING
WITH SCHOLARSHIPS IF NEED BE. SO I SEE THE INSTITUTION MOVING TO THE NEXT LEVEL WITH ME VERY
SO I SEE THE INSTITUTION MOVING TO THE NEXT LEVEL WITH ME VERY MUCH INVOLVED AND AT THE HELM OF
TO THE NEXT LEVEL WITH ME VERY MUCH INVOLVED AND AT THE HELM OF THIS INSTITUTION.
MUCH INVOLVED AND AT THE HELM OF THIS INSTITUTION. >>ONE FINAL QUESTION, LOOKING
THIS INSTITUTION. >>ONE FINAL QUESTION, LOOKING BACK FROM THE BEGINNING, JACK,
>>ONE FINAL QUESTION, LOOKING BACK FROM THE BEGINNING, JACK, TO TODAY, ANY REGRETS?
BACK FROM THE BEGINNING, JACK, TO TODAY, ANY REGRETS? >> NONE WHATSOEVER.
TO TODAY, ANY REGRETS? >> NONE WHATSOEVER. MY -- AS I MENTIONED, MY GOAL
>> NONE WHATSOEVER. MY -- AS I MENTIONED, MY GOAL WAS TO BE HIGH SCHOOL ENGLISH
MY -- AS I MENTIONED, MY GOAL WAS TO BE HIGH SCHOOL ENGLISH TEACHER.
WAS TO BE HIGH SCHOOL ENGLISH TEACHER. I CAME FROM VERY HUMBLING
TEACHER. I CAME FROM VERY HUMBLING BEGINNINGS IN LYLE COUNTY,
I CAME FROM VERY HUMBLING BEGINNINGS IN LYLE COUNTY, ALABAMA.
BEGINNINGS IN LYLE COUNTY, ALABAMA. AS I MENTIONED, BECAUSE OF MY
ALABAMA. AS I MENTIONED, BECAUSE OF MY MOTHER AND FATHER WHO INSTILLED
AS I MENTIONED, BECAUSE OF MY MOTHER AND FATHER WHO INSTILLED GOOD VALUES IN ME, AND I REALLY
MOTHER AND FATHER WHO INSTILLED GOOD VALUES IN ME, AND I REALLY HAD NOTHING TO PROVE IN COMING
GOOD VALUES IN ME, AND I REALLY HAD NOTHING TO PROVE IN COMING UP THROUGH THE RANKS AND EVEN
HAD NOTHING TO PROVE IN COMING UP THROUGH THE RANKS AND EVEN GOING TO COLLEGE, GETTING
UP THROUGH THE RANKS AND EVEN GOING TO COLLEGE, GETTING BACHELOR'S MASTER'S IN PH.D. AND
GOING TO COLLEGE, GETTING BACHELOR'S MASTER'S IN PH.D. AND PURSUING ALL OF THE THINGS THAT
BACHELOR'S MASTER'S IN PH.D. AND PURSUING ALL OF THE THINGS THAT I PURSUED.
PURSUING ALL OF THE THINGS THAT I PURSUED. I HAVE NO REGRETS.
I PURSUED. I HAVE NO REGRETS. I HAVE -- I FEEL I HAVE DONE
I HAVE NO REGRETS. I HAVE -- I FEEL I HAVE DONE WELL IN MY CAREER, AND THERE ARE
I HAVE -- I FEEL I HAVE DONE WELL IN MY CAREER, AND THERE ARE MANY OTHER THINGS I WANT TO DO
WELL IN MY CAREER, AND THERE ARE MANY OTHER THINGS I WANT TO DO AND TO ACCOMPLISH.
MANY OTHER THINGS I WANT TO DO AND TO ACCOMPLISH. SO I HAVE NO REGRETS.
AND TO ACCOMPLISH. SO I HAVE NO REGRETS. >>YOU YOUR ONLY REGRET IS THAT
SO I HAVE NO REGRETS. >>YOU YOUR ONLY REGRET IS THAT YOU HAVE NO REGRETS!
>>YOU YOUR ONLY REGRET IS THAT YOU HAVE NO REGRETS! >>ABSOLUTELY (LAUGHING).
YOU HAVE NO REGRETS! >>ABSOLUTELY (LAUGHING). >>THANK YOU VERY MUCH.
>>ABSOLUTELY (LAUGHING). >>THANK YOU VERY MUCH. THIS HAS BEEN MY PRIVILEGE.
>>THANK YOU VERY MUCH. THIS HAS BEEN MY PRIVILEGE. THANK YOU SO MUCH FOR HAVING ME
THIS HAS BEEN MY PRIVILEGE. THANK YOU SO MUCH FOR HAVING ME ON YOUR SHOW.