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THE £MIC Vol. 1 No. 3 ALPENA, MICHIGAN April 28, 1970 STUDENTS AND FACULTY REQUEST REPRESENTATION TO THE BOARD OF EDUCATION Student Government Vice President, Jim Pongones speaks for student body. FACULTY WALK-OUT OF ADVISORY COUNCIL At the beginning of the April 8th meeting of the Advisory Council, the Faculty representatives to that meeting, Frank Mccourt and Dave Deirking, pre- sented the following letter to Jack Petoskey: Dear Mr. Petoskey: Since the agreed-upon procedures for conducting the Advisory Council meeting have not been met, specifically, you have not prepared the agenda for the Wednes- day, April 8, meeting by 4:00 _P.m. on Tuesday, as per agreement; and since you refused to talk with a faculty represen- tative concerning this ageriqa, The Faculty Council will no longer send re- presentatives to this meeting un~il you honor your commitments regarding the agreed-upon procedures to the faculty. Respectfully submitted, Keith Titus, President After this letter was read, both Mr. McCourt and Mr. Deirking left the meeting. During the discussion that followed Mr. Petoskey said that although he couldn't recall such an agreement, he wou Id institute it for future meetings. NEW PROGRAM A new program which would give ACC students a place to talk about their gripes, problems, and worries has been proposed by Ike Royer, staff mem- ber of the North Eastern Michigan Mental Health Clinic. According to Mr. Royer, the program would allow students to get the maximum benefit from their experi- ences at ACC by providing an oppor- tunity for them to share and analyse their experience in a group with professional Mental Health Clinic staff, "Based on the premise that college is a tir1;; for academic and emotional growth. Mr. Royer outlined the program as follows: The program would be a loose, group therapy-type session open to students on a voluntary basis and would meet for an hour and a half from six to 7:30 once a week. The group, to be headed by professional staff from the N~rt_h Eastern Michigan Mental Health Clm1c would discuss anything and everything that students are "bugged by". Dis- cussion topics would run "the full range of human experience, from money man- agement to moral values, ~r<_>m ind~- pendence to marriage. Part1c1pants in the discussion would be free to come and go as they please. The staff members The main items on the College Board agenda for March 24, 1970, were the requests of Student Government and the Faculty Council that the Board recognize one student and one faculty representa- tive to speak in an advisory capacity to the Board on items which concern stu- dents and faculty. Speaking for the Faculty Council, Chuck Neumann addressed..___the Board and over fifty interested citizens. Mr. Neumann said that the educational com- munity is made up of five major groups; the taxpayers, the Board, the admin- istration the faculty, and the students. He said' that the faculty and students · - must somehow be represented in tl:ie decision making process. "We feel as professional educators that we can con- tribute to the development of educa- tional policy in its broadest framework, in an advisory capacity to the Board." Mr. Neumann said the purpose of a recognized representative wou Id be to provide a means for the faculty to let its views be known to the board. "Some- one elected by the faculty who is charged with JWesenting faculty views, not per- sonal views." Commenting on the present system in which the administration, recognizecl in full by the board, is charged with the responsibility of presenting both faculty and student views, Mr. Neumann said, "It is extremely difficult, in fact vir- tually impossible, for an administration charged with carrying out Board pro- cedures, to accurately reflect student and faculty feelings." Speaking for the students, James Pongones, Student Government Vic,e President, expanded upon Mr. Neumann s argument, saying that administrators are not teaching in the classrooms or taking courses and therefore cannot accurately reflect faculty or student views.• "No matter what anyone else trys to say or trys to think, they are not a student; they do not understand what student problems are. Only a sturlent can speak for the student body because he is a part of it. (Continue on Page 7)