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The Loyola Maroon Volume 71 No. I 5 Loyola University New Orleans, Louisiana 70118 January 29, 1993 Pile up — Buddlg Hall residents and guests crammed Inside of cars Tuesday night to keep warm as a Are drill forced them outside. /Photo by Bruce Hynun, S.J. Universities unite to end racism, remember King By Michelle Hudson Staff Writer •Remembering the Dream* Last Friday night, candles lit the sky as Loyola, Tulane, and Xavier Universities joined in song to honor Dr. Martin Luther King, Jr. After an invigorating weekof panel discussions, guest speakers and plays thathonored King, approximately 350 students, faculty, and other members of the community participated in a march that began at Loyola, traveled through Tulane's campus and ended at Xavier, where two representatives from each institution gave their views on racism. Voices rose in spiritual hymns and the famed call and response demand for political and social equality echoed along the marching route. Some marchers asked, "What do you want?" The remainder soulfully responded "Freedom!" The latter would ask, "When do you want it?" And the immediate response was "Now!" Once the students arrived at Xavier University, they congregated in the Gold Rush Room to listen to a choir composed of students from all three universities, and to hear a panel discussion titled "Our Perspectives on social, and corporate institutions. Another panelist, Xavier senior Mboya Ward, confronted the racism issue more directly, and had a different view than the other panelists. "America's inherently racist culture functions to achieve and sustain thisnation's goal of white supremacy. Since it is a medium for thought, behavior, and policies it forms the basis for white America's racist conscious, subconscious, and its inclination towards white superiority," he said. "Likewise, when that culture becomes the dominant medium for thought patterns and behavior among people of African descent, it forms a self-destructing mental slavery that teaches us to hate ourselves and love our oppressor," he added. The clear, collective message from the panel was that all races and denominations should remember King's mission and his amazing perseverance that allowed both black and white students to, in the words of his "I Have A Dream" speech, "join hands and walk as sisters and brothers" at the candlelight march. A Xavier panelist expressed her disappointment that "We only come together once a year" to acknowledge Racism Today." Loyola's Kristy Guillory, communications sophomore, addressed the communication gap. Guillory reminded the audience that racism is "alive and well." Since there is a lack of communication between the black and white communities, any steps toward ending racism will result in failure, she said. Troy Clark of Tulane, a chemical engineering major, contended that racism is "brutal, dehumanizing, and bitter." Clark said that the black community is responsible for itself and that they should not be participants in the "wholesale of racism." Along with Guillory and Clark, the other panelists voiced their personal experiences and evaluations of racism in America's educational, "America's Inherently racist culture functions to achieve and sustain this nation's goal of white supremacy." — Mboya Ward Xavier University Administrators hit the books for reaccreditation By Charles Lussler Staff Writer Even institutions have to take tests. The Southern Association of Colleges and Schools hands out the paper for the examination, but Loyola must ask its own questions and fill in its own blanks. This test, which Loyola has to complete once every ten years, will reveal how maturely and courageously the school can appraise itself. On a surface level, the objective of this decennial exam is to gain reaccreditation from SACS, the largest accrediting body in the southeastern United States; but beneath lies the more important goal: to improve the performance of Loyola as an institution."We have to undertake the selfstudy, but it is at the same time an opportunity to examine our success and failures as an institution," John Biguenet, professor of English, who directed the last self-study, said. "They come to evaluate how you evaluate yourself," Dr. Katherine Adams, assistant vice president for Academic Affairs and director of the self study, said. "The intent is not to close schools down, but to help them develop their potential," Adams said. "Whatever you want to say about accreditation, it's become a norm by which schools are measured," she said. Loyola is entering this self examination process with a mixture of trepidation and excitement. Although SACS will not visit Loyola until March 1995, over two years away, the study must begin now. Dr. David Danahar, vice president for Academic Affairs and dean of Faculties, started the process this fall by appointing Adams to her assistant AVP post, which will cover many academic areas besides the study. Adams has already noticed excitement building among faculty for the project. "I've been surprised by how many people have wanted to get involved," she said. "I was worried about that, knowing how busy people are." Judging from the amount of work involved, it's no wonder that SACS requires Loyola to study itself just every ten years. It's hard enough evaluating yourself, much less an entire academic institution of almost 5000 students, over 300 faculty, and an annual budget of well over $50 million. A quick glance through the five volumes of Loyola's last self-study— finished in 1985—will give a meager indication of the work involved. Lots of words, lots of pages, lots of facts, lots of charts and graphs. Of course, there are also lots of people. Last time there was one steering committee with 25 members alone, as well as 14 other committees with 196 more members. "And that's out of a faculty of a few hundred," Biguenet said. Adams has already formulated a timetable for the present study. This semester, she said, will focus on forming all the different committees that will compile the study and coordinating the gathering of information these committees will need to start their See Study, pg. 4 See King, pg. 4 i i I 111 I ■mfinjCTP, Senior puts on his 111 Super D*s Super Bowl picks. |gj [2223251: Razzling and Dazzling I 1 dancing shoes. 1 I Loyola, Broadway style. fj Sec page 2 §| See page 5 || See page 7 || Hi &ftx-x-x*x-x-x-x*xvxv:-x*x*Dx-x*x-Dx-x-x-xv:r:v;^^^ Loyola's Self-Study Calender 1993 January: Appoint director and steering committee. February: Organize Self-Study ofice, begin planning. March: All committees meet; begin data assessment. April: Steering Committee completes Self-Study plan. May: Preliminary reports from Institutional Purpose and Effectiveness Committees. Summer: Complete preliminary data collection. September: All committees meet; updates. November: Half of completed reports due from several committees; Steering Committee review. December: Steering Committee review continues.
|Masthead||The Maroon Vol. 71 No. 15|
|Publisher||Loyola University (New Orleans, La.)|
|Coverage||United States; Louisiana; New Orleans;|
|Source||Loyola University New Orleans Special Collections & Archives (http://library.loyno.edu/research/speccoll/) New Orleans, LA|
|Subject||Loyola University (New Orleans, La.)|
|Rights||Digital rights are held by Loyola University New Orleans. Copyright is retained in accordance with U.S. copyright law.|
|Creator||Loyola University (New Orleans, La.)|
|Relation-Is Part Of||http://www.louisianadigitallibrary.org/cdm/search/collection/LOYOLA_UMN|
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