From sgulledg@email.unc.edu Wed Apr 12 21:18:51 2006
Date: Wed, 12 Apr 2006 21:18:33 -0400
From: Suzanne Gulledge <sgulledg@email.unc.edu>
To: Andrew J Perrin <andrew_perrin@unc.edu>
Subject: Information from Candidate Gulledge

Thanks for this opportunity. My responses follow. A copy is also 
provided as an attachment.
-Suzanne Gulledge

>
>
> 1.) To what extent to you believe faculty interests differ from those
> of administrators?
>
> /I do not believe that faculty and administrative interests 
> necessarily nor ultimately differ if integrity prevails. The 
> responsibilities of faculty and administrators within the academy 
> contrast by definition and by necessity so that the greater needs of 
> the institution can be served. Their respective interests are and 
> should be complementary.
>
> /
>
>
> 2.) How should we maintain academic integrity in the face of
> increasing financial pressures?
>
> /The responsibility to support and maintain academic integrity is 
> incumbent on everyone in the university. Among the ways that we must 
> meet that responsibility is to refuse to bow to financial pressure in 
> those cases where scholarly judgment is impeded or where the freedom 
> of inquiry is limited. Contracts and remuneration can skew the types 
> of problems that scholars pursue. Academic integrity is the duty of 
> every scholar and it is also the obligation of those who administer 
> the university to manage its resources in a way that minimizes both 
> the threat and the temptation of those financial pressures that would 
> sway us from the course of inquiry and judgment that is autonomous./
>
>
>
>
> 3.) What are your views on increasing inequalities within the faculty
> based on, for example, tenure-track vs. fixed term appointments and
> differing salary levels?
>
> /My views on both the inequalities and the remedies that are in place 
> at //Carolina// relative to appointments and salaries have been 
> informed and expanded by serving on the current ~SCommittee on Fixed 
> Term Appointments.~T I have learned that there is wide variety in the 
> policies that exist across campus. Several departments and 
> professional schools have recently made conscientious and fair- minded 
> attempts to recognize and reward the contributions of those faculty 
> members whose work is not situated in a tenure track. There are 
> progressive and encouraging initiatives that provide opportunities for 
> recognition, advancement and stability for the increasing numbers of 
> faculty members in fixed term and clinical appointments on which the 
> university depends. Other units of the university will surely benefit 
> from learning about those initiatives. I expect that the dissemination 
> of that information more broadly and the adoption of a resolution to 
> recognize and equitably support all our colleagues will encourage the 
> ongoing attention that is given to this matter and ultimately 
> strengthen the university and benefit faculty at all ranks.
>
> /
>
>
>
>
>
> 4.) How would you respond on behalf of the faculty if you found out
> that administrators had circumvented serious faculty consultation to
> pursue major outside funding for a controversial new curriculum?
>
> * */I would respond by using the avenues that we all have to request 
> additional information and explanations from those who had made such a 
> decision. Information gathering is the first step I would take 
> followed by voicing my concern publicly in the several arenas where we 
> have open access and through those elected representatives who have an 
> obligation to me as a constituent./
>
> /
>
> /
>
> 5.) Would you prefer to see a faculty governance system that is
> focused on prominent University issues (e.g., academic freedom and
> educational policy) or one that is more focused on faculty's specific
> needs (e.g., benefits and salary)? Or, alternatively, how would you
> seek to balance the two?
>
> /I think that both the issues and the needs that you have suggested 
> are within the purview of our faculty governance system. Those matters 
> wax and wane in terms of their urgency and the immediacy of attendant 
> problems over the course of time. But their importance and the 
> relation of one to the other and to the overall quality of the 
> university is certain. The standing committees and our capacity to be 
> attentive to a large number of issues with active and accountable 
> representative groups that report to the faculty serve to make a broad 
> spectrum of topics possible. Those committees also help provide the 
> needed balance in our attention to them. To be most effective our 
> governance system should not preemptively act to limit its own focus 
> or sphere of influence or to minimize our preparation to be responsive 
> to either type of concern. /
>
>
>
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