851 24 26018 https://digitalcollections.library.gvsu.edu/files/original/aaa4def9cc173cb68521f469c8e1f935.pdf 4f762f6e45c0dbe9cd35cb0289925629 PDF Text Text "CHANGING GROUND RULES FOR AMERICAN HIGHER EDUCATION" Remarks by Russell G. Mawby, President W. K. Kellogg Foundation at the 67th Annual Conference National University Continuing Education Association Cincinnati, Ohio April 6, 1982 I Thank you very much for inviting me to be one of your featured speakers at this, the 67th Annual Conference of the National University Continuing Education Association. I am pleased to participate in the process you have undertaken to examine the impact of change on higher education and the challenges to continuing education. presented. You have the responsibility of accommodating and adapting to change while achieving the goals of your institution. Yours is not an easy assignment, but neither is it an impossible one. The decade of the 80s has been described as the "Decade of Determination" in higher education. It will, without exaggeration, be a time of reckoning, culminating in the survival of the fittest. �2 I'm reminded of Charles Dickens' wonderful opening of A Tale of Two Cities: "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to heaven, we were all going direct the other way--in short, the period was so far like the • present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only." But such periods of stress, whether in Dickensian England or today in America, too easily viewed only in a negative sense, can and do hold dramatic opportunities for positive change. Such �3 change will be more possible for -- and familiar to -- the institution which has historically viewed constant renewal as part of a continual commitment, rather than a backed-into-a-corner imposition. Most of us as individuals, as well as many of the institutions we represent, are particularly receptive to change at times of personal and professional crisis or misfortune. My personal view is that institutions of higher education must become both more creative and more conservative -- not necessarily contradictory positions. hand in hand. In fact, the two can go Leadership has an obligation to be increasingly conservative in managing financial and human resources during times of economic constraints. At the same time we must ask -- how can our limited resources be more creatively applied to existing or new educational challenges? Can we challenge the way things have "always been done" to develop better programs, while at the same time we tighten the purse strings? I am firmly convinced that you -- as creative leaders -- are uniquely positioned to help assure your institutions' and your • �4 profession's viability through a strong, wide-reaching program of continuing education. You can stand head and shoulders above the crowd -- demonstrating to your institutions that you are the experts in continuing e duc a t i on and that you can run programs that prove it; proving, through knowledge and leadership in the field, that you are the expe r t resource in your institution's vital plans to restructure and respond to population and clientele changes such as were outlined by Barbara Caplan on Sunday. I will limit my comments today to several steps you might take in developing the type of strong continuing education program that is well institutionalized and keenly involved in the campus and community interactional network; and steps you might take as individuals to make yourselves the masters of your professional field and of your own destinies. II As all of us are well aware, the times before all of us will not be easy. Some say the outlook for higher education is particularly �5 dismal. The percentage of young people who go from secondary school to college is steadily dropping, as is the percentage of students retained until graduation. The baby boom which began after World War II came to an end in 1960, after which the fertility rate began a steady decline. In the inexorable course of time, the peak of this crop of babies reached college age between 1978 and 1982. The pool of potential enrollees is now expected to drop dramatically and continue falling for the rest of the century. Meanwhile, many new kinds of postsecondary institutions are emerging, all wanting their share of the declining numbers of students. Some of these institutions will be so compliant to the whims of their students that they will debase the currency of learning. Others will devise curricula or methods to meet previously unserved needs, which lie well outside the presently conceived missions of colleges and universities. Likely -- if we are perfectly candid -- some will do a better job of providing education than our existing institutions. As you well know, there is alre ady an increase in the numbers and quality of training programs , �6 by large health complexes, research and development units of industry, and advanced science and technical bureaus of government . If this trend continues, and if these training programs win the right to award degrees or credentials, they may prove to be respectable and worthy alternatives, serious competition for our current programs of undergraduate, graduate, and professional education. If these possiblities materialize , then all of you in academia, and the colleges and universities which remain, will be confronted by problems of a nature and magnitude that we can hardly visualize • today. But even if institutions of higher education do all the things which we already know how to do to modify traditional patterns of post-secondary education, the response may not be sufficient. The number of potential students of typical college age will fall so drastically in proportion to the overall population that our institutions must find new clienteles if institutional talents and resources are to be fully engaged. �7 We may speculate about the nature of these new clienteles foreigners, physically handicapped, non-academically-gifted persons, and minorities, all with educational needs to be met. But there is another group, sufficiently large, capable, and rewarding to our society to make broad use of the talent and resources that colleges and universities possess. I refer of course to our adult population. III When I suggest a sharpening focus on the continuing educational ne eds of adults, I do so not from any compulsion to "save our colleges and universities" by finding another market. I say it, rather, because these needs reflect our changing contemporary so ciety, the altering life patterns of our citizens, and the burgeoning of new knowledge. And I say it out of an emphatic, whole-hearted conviction that the serving of lifelong learning needs is a legitimate, but unfulfilled, role for institutions of hi gh er education. �8 Each institution must work out its distinctive destiny in terms of its resources and the needs and interests it wishes to serve. There are at least 450 continuing education programs now in operation across the country. different futures. There will be 450 -- and more -- But there are some general ideas that I would share with you as you move ahead as leaders in this field. Be creative in institutionalizing the concept of continuing education. Few institutions of higher education have really accepted the full implications of the concept of lifelong learning and done something about it in terms of their organizational chart, patterns of financing, faculty reward systems, functional activities, and relationships within the institution and with organizations beyond. In the 1960s, continuing education -- or extension, if you will, -- was considered to be anything done to serve an outreach function. It was run by a campus extension office. But increasingly, as declines in student numbers on campus have led to cuts in revenues, various departments have appealed for control of their �9 own piece of the extension "pie" in an attempt to shore up clienteles and budgets. I know of one university, for example, which has 38 separate, independent, continuing education programs. One way to view the future would be to say that extension has won its battle to have the whole university regard adult education as essential. The idea is diffused everywhere. "A university can have as many as 38 extension divisions," you say. "Hurrah! We have won. Now let us turn to other matters." But even as such a viewpoint is hypothetically expressed, it sounds more and more hollow ... Doesn't it? Why? I believe you know why. ---Because the essential spirit and balance of adult education within the institution is lost in such fragmentation. What is everybody's business is nobody's business. ---Because the central managerial functions of adult and continuing education -- residential centers, evening colleges, off-campus cent ers, correspondence education, and other forms of �10 distance learning including radio and television stations -- must be centrally managed. ---Because the problems of society do not present themselves in terms of the subject-matter departments of our colleges and universities, but rather are interdisciplinary, complex in content and require integrated educational approaches. ---Because the skills of adult and continuing education program design and execution demand highly developed specialists and leadership. ---And because the capacity to understand and work with outside groups -- both fellow educational providers and clients is essential and requires special skills, education and leadership. In my view, there is a need and a place for a single continuing education office (or department) on the campus, which is a part of the central administrative structure of the university. Such central management is especially vital in light of current economic pressures to which institutions find themselves subjected. An extension program cannot be cost-effective if evening classes • �11 have a budget and director apart from off-campus classes, which h ave management different from outreach programs of another nature. Cost-effectiveness in managing a continuing education program comes in having a central administrative and budgetary structure with sufficient checks and balances. Of equal importance to the administrative structure of continuing education is the attitude structure for continuing education. The university was conceived in our society as a knowledge resource center with responsibilities in teaching, research, and service. is for life. It should practice the belief that learning Learning is essential for occupational proficiency; for civic competence; and for family, avocational, and self-fulfillment goals; but most importantly learning is lifelong, in myriad forms and circumstances. The university must appreciate that adults are different from young people, and must sensitively and adeptly respond to their needs. How can the university institutionalize the right attitude structure for cont i nu i ng edu cation ? I suggest we must be more • �12 creative in developing problem-oriented programs, in addition to the more traditional discipline-oriented activities. Consider such societal concerns as health care delivery, the viability of our local political institutions, the efficacy of elementary-secondary education, the family as the basic social institution, the special problems of the aged. Resources from throughout the university must be mobilized to deal in new and comprehensive ways with such issues. Another part of this different response to the "Challenge of Changing Ground Rules in American Higher Education" would be for you and your institutions to show real creativity in working with the informal network of other continuing education organizations. Here I mean voluntary organizations, community agencies, business and industry, libraries, and churches. While continuing education activities of universities customarily include these contacts, I suspect such interrelationships have been neither as systematic nor as comprehensive as they should be. • �13 Develop better linkages between the formal (traditional undergraduate and graduate) and informal teaching programs. Usually these teaching activities at the university exist side by side with virtually no interaction. Show creativity in inter-institutional arrangements, demonstrating coordination and cooperation. Institutions of higher education must be less unilateral in their educational activities. Be more creative in the use of new technology in learning. Much has been made of new hardware and software available for teaching. The challenge in the utilization of new technology lies with the human element, both teacher and learner. And, as leaders in continuing education, you need to furnish that new spark of creativity and commitment in identifying specific target audiences in various settings. With some client audiences, exemplary effort in continuing education can be cited; other audiences are virtually or absolutely unreached. No one would advocate that a university should be all things to all people. But institutions of higher education should be charged with & �14 strengthening all of education -- with creating new institutional forms if they are needed, nurturing them, preparing personnel , evaluating their effectiveness, and developing modifications so that educational needs can be b etter met. IV It may be presumptuous, but let me cite some possibilities for greater continuing education services. To begin with, what about continuing education in the professions ? "Oh, boy," you say, "where has this guy been the past 20 years? Do esn't he know what we've been doing in continuing professional education?" Yes, I know, and almost everybody knows and takes as an article of faith that lawyers, architects, dentists, pharmacists, social workers, school teachers, and certain other professionals need to go on learning throughout their lives. We know about the continuing education programs offered to them. But we also know that many professionals are laggards in this respect. And so, slowly and reluctantly, the professions themselves, and the state governments which license some of them, are taking steps to bring • �15 matters under social control. Many such efforts have to do with supervision, regulation, and the imposition of penalties for "poor practice," but a great deal of hope has also been attached to the provision -- and the mandating --of continuing education. How active are you, as continuing education's leaders and spokespersons, in working with individual professions and professionals, to help them understand the need for, develop, and then take advantage of continuing professional educational opportunities? How active is your institution ? capitol? In your community? In the state In testimony before licensing and other state boards? In dialogue at national professional conferences? national groups? And with other And how much progress is being made in relating continuing professional education to individual needs, with "success '! measured in terms of performance in professional practice rather than simply accumulated CEUs? Outside the professional fi eld, associations devoted to religious, political, so cial, and economic causes are also now turning to adult education as a way of achieving their diverse • �16 ends. Large numbers of people are seeking to acquire basic learning or fundamental life skills, to secure high school equivalency certificates, to use experience in an educative way, to earn non-traditional degrees, and to learn new kinds of work competence or expand the ones they already have. In many organizations, particularly the military services and some major corporations, work time and study time are meshed with one another. Is it appropriate for me to suggest that you -- again as leaders of continuing education -- recognize, reflect, and advocate, in tangible ways, a commitment to continuing education? What are you, as leaders in the field, doing to pragmatically raise the awareness of your college freshmen that they are launching a process of learning that will be lifelong, and a relationship with their, and your, academic community which should be continuous? In this regard, I often ponder the fact that as a society we hav e built a great industry around the concept of estate planning , but these elaborate plans are implemented only at death. Why not a comprehensive approach to building an individual plan for • �17 living -- for lifelong learning and growth, reflecting the latest notions of the stages of adult development, incorporating an individual's personal values and goals, and representing a totally comprehens ive and refreshingly new accommodation of institutions to the inter-relationships between work (profession, career), family, leisure, and learning? Could it be done for the 18-year-old college fre shman? For the 23-year-old medical student or the 48-year-old computer programmer? Can you do it? Can the institution you represent do it? v In the hope that you will give further thought to these ideas and questions, I offer two related cautions. Both are based on my foundation's some 40 years of supporting continuing education programs in a variety of forms, settings, institutions, and professions. First, the path for creating new programs for adults is neither simple nor easy. Since 1970, a number of people have believed that the essential idea of non-tradition al e duc a t i on was , �18 simply to do the opposite of what tradition suggested. If a program had previously been completely prescribed, then it could be made completely elective; or, if all courses had been taught during the day on campus, then t each them at night somewhere else. Some very costly mistakes have resulted. Another cornmon error is to pick up a successful program in one field and to put it down, intact, in another. People have not understood how complex is the model they seek to use and how it has be en tailored to fit the situation in each of the places it is used. Perhaps its principles -- or, at least, some of them -- can be transplanted, but their application to their new setting is never easy. If continuing education is to be as firmly rooted in futur e practice as introductory e du c a t i on for young people is today, we must expect no easy and quick gains but must be prepared for dedicated, even dogged, e f f or t . My s e cond caution relates to a point I made earlier. If colleges and universities are to become true centers of learning throughout the adult years, then the desire to bring this about , �must be ardently pursued for its own sake and not merely because such a course of action is thought to be necessary to save the institution. VI So, how does all this relate to the changing ground rules of American higher education? university? For my program? What does it mean for my college or For me personally and professionally? I have tried to suggest that it must mean a new attitude about continuing education. Colleges and universities, and you as professionals, can take the "low road" that looks on the continuing education function as merely acquiring students who pay tuition. Or you can take the "high road" that advocates the importance of continuing education for all students and individuals of a l l ages . It also means an awareness that if your institutions do not transmit knowledge to the people who will, and actually do today, control society, then you cannot effect necessary change. t �20 Full circle, then, to change as it relates to you and NUCEA. For all of the foregoing hopes , dreams, aspirations, and potenti al will depend in the final analysis -- on the continuing education of th e continuing education professional and on the abilities and vision of key organizations like NUCEA. NUCEA must strive to further develop a pool of continuing education leaders. Today there are only a few individuals who have gained a national or international reputation as expert continuing education administrators. In too many instances, those appointed to run continuing education programs are selected because they have excellent track records as deans or faculty members in other areas. Once appointed, they are expected to just tldo it," meaning run an effective continuing education program . Such narrow attitudes toward the skills, perceptions, and qualifications needed from a continuing education director only serve to explain why, under budgetary pressures, too many institution s ca s t un enli ghtened eye s at continuing educ ation as something they can eliminate in an effort to cut corners. �21 To advance the cause of continuing education, NUCEA might identify and affiliate with leading universities that have an impressive record of scholarship in continuing education. NUCEA might then direct new deans, directors, and faculty to these institutions to participate in mentor experiences in order to develop the skills needed as continuing education administrators. There also needs to be continuous "two-way traffic" on the bridge between scholarly research and theory development in continuing education, and the application of that scholarship in practice. NUCEA might solidify its role as resource center for the 30 to 40 differing organizations which today provide continuing education experiences for their members. For example, l've been told the NUCEA region coordinated by Memphis State University has done a particularly good job of developing a network of resource agencies, materials, and institutions that can be called upon to meet a variety of programming needs. NUCEA has the potential for also developing greater awareness and support among college and J �22 university presidents for the challenges, opportunities, needs and institutional payoffs which are reflected in making available continuing education opportunities for their own continuing education administrators and faculty. The future is equally challenging and full of opportunity for each of you as continuing education professionals. If you are perceived as being without consequence or contribution to new educational needs or solutions, you may well be among the first casualties of the "decade of scarcity" ahead. On the other hand, if you perform well professionally, you will be recognized, accepted and called upon as individuals with unique scholarly resources, experiences, and practical talents. [Let me apologize here if my language seems a bit sexist. I've struggled to balance the male and female pronouns in my remarks, particularly so since I recognize that some of the greatest leaders in extension work have been, and are today, women. ] I �In either case, the effective continuing education administrator will know how to perceive the needs of adults by knowing the community which the university serves and its social and economic fabric in relation to the greater social system. He or she will keep abreast of advances in new knowledge and ways of transferring that knowledge to the people who can best use it. He will be well read on the subject of continuing education (more than 2,500 doctoral dissertations have been written about it); he or she will attend conferences, when appropriate, to form networks with resource agencies and others in the field; and he will continually study personal successes and failures in order to build a better program. The effective continuing education administrator will be that person who has so clearly become the master of the scholarly "body of knowledge" on adult and continuing education that he has demonstrated both his intellectual excellence and standing, and his value to his institution in ways no one else has or can. will hav e cr eated the environment in which he and his staff He �24 continue to learn and grow and develop programs in concert with the people they serve. From the unique continuing education knowledge base he possesses, and through the special skills and talents he has carefully honed, this professional will provide critical leadership for his department and his institution during the coming era of "changing ground rules in higher education." He will work creatively to help his college or university overcome an outdated, full-time equivalency based funding formula. Through NUCEA and other affiliations, h e will help higher education and America cast off the constraints of self-created systems of credentialing and accreditation. Using his reservoir of experience, he will work effectively with his university faculty to alleviate their discomfiture in dealing with other than captive, post-adolescent students. And, he will be at the forefront in successful efforts to remove the reluctance of institutional decisionmakers -- and those beyond -- to condone or champion unaccust omed approaches to reaching educational objectives. �25 VII It is the best of times. It is the worst of times. The characters in Charles Dickens' novel lived at a time of dramatic social and economic change. I suspect that so do we, and so does higher education in America. But I also sense a readiness on the part of academia -- and on the part of learners -- to consider, explore, test new concepts and patterns. It is the best of times. It is the worst of times. Yet at no time in the recent past have you as professionals and continuing education as a concept and as a reality been better positioned to .. help chart your professional futures, those of your institutions, and that of higher education generally. It is the best of times. It is the worst of times. But we should remember that universities always honor faculty members who demonstrate outstanding erudition and competence; even in times of scarce resources, Nobel Prize winners are seldom fired from their jobs. Extension leaders who are equally knowledgeable and able need have little fear for their futures. Departments of �26 continuing education and institutions of higher learning must rest on the sagacity and performance of those who operate them. On no other rock can they securely stand. Godspeed in your efforts to reach such high, firm ground. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-04-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Changing Ground Rules for American Higher Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 6, 1982 for the W. K. Kellogg Foundation at the 67th Annual Conference for the National University Continuing Education Association. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-04-06 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/193cc42377aaa4d122246195b260e7dc.pdf 9a0e0e08af6ca4e23410285b84cf59d8 PDF Text Text "CIRCA" Dedication Ceremony Remarks by DR. RUSSELL G. MAWBY August 27, 1982 Thank you, Mayor Oglesby. I am delighted to be here this morning, dedication ceremony. This sculpture, to join in this "CIRCA," stands as the "gateway" to the future of our community in both a symbolic and a practical sense. Because it is located here, beside our new intermodal transportation terminal (depot) and a part of McCamly Square, it provides a focus of interest for people arriving in Battle Creek and for all of us as we move about the city. It will surely be a topic of conversation, perhaps even criticism -but I predict that it will grow in our appreciation and will become a symbol of our city, Rapids and the Picasso in Chicago. artist, Mr. all happen. Calli gan, as have the Calder in Grand We are indebted to the and to the committee who have made it �2 But "CIRCA" is more than a gateway in the obvious tangible sense. It is a symbolic gateway to the future of Greater Battle Creek, from the city I a Battle Creek that is vastly different saw when I came here in 1966. our city is not what it used to be. I People tell me know they are right. I know because less than two decades a go we had no Family Y Center, no Michigan Mall, no McCamly Square with its Stouffer's Hotel and Kellogg Center; Area Vocational Center; there was no Calhoun the Kellogg Community College campus was just beginning to flourish; Fort Custer Industrial Park was an idea, not a reality; Binder Park Zoo didn't exist; railroad consolidation was only a hope in the hearts of citizens who waited in long queues of automobiles while endless lines of boxcars crawled across the main streets; and the Lakeview Mall development s eemed light years away, if it was thought of at all. So the sculpture represents for me a changing Battle Creek, a different Battle Creek -- a prosperous, vibrant, Battle Creek. And, a ppr opr i a t e l y , and vital it is the result of �3 community effort -- the combined contributions of countless individuals, in time, talent, and 6011ars. Perhaps Ralph Waldo Emerson said it best: so we do; and as we do, "As we are, so it is done to us; we are the builders of our fortunes and the future." Today we are taking part in a a ceremony of dedication. I time-honored tradition -- like to think that our participE- tion in the dedication of this sculpture is a symbolic statement. As a component of our Sesquicentennial observancE, linking the past to the present and the future, this ceremon~ is a declaration of our commitment to continue to work together to make Greater Battle Creek, the entire metropolitE~ area, an ever better community. Before coming over here this morning, school Latin is a bit rust y, to be sure I I be c ause my high turned to the dictionary just understood th e precise "translation" or definition for "CIRCA." Webster's says Circa means "about, or around," generally used in reference to a particular date or point in time. �4 This sculpture: CIRCA - Gateway to the Future, represents an important point in time, an important moment in both the symbolic and real growth of Battle Creek. symbolizes what Battle Creek can be if we continue to work together. and will be It �DED ICAT ION OF SCULPTURE C IRCA -G a t ew ay toth e Fu tu r e F r i d a y , Augu s t 27 , 1982 I n t e rmod a1 Ce n t e r 11 :30 a .m . 1 . \o f f iLCOME - MA' (ORFLOYD OGLESBY I I .REFERENCE TO DAR DAV IS I I I .INTRODUCE DR . RUSSELL ~~ PRES IDENT W . K . KELLOGG FOUNDAT ION IV . INT RODUCE M ICHAEL C ALLIGAN , SCULPTOR V . INTRODUCEW ILL IAN "B ILL "K ITCHEN (R e spon se ) (R e spon se ) V I . INTRODUCE CHR IS SCHWE ITZER (R e spon s e ) V I I . INTRODUCE RALPH li~ E (R e spon s e ) V I I I . R IBBON CUTT ING IX . CLOS ING lli~ MAYOR FLOYD OGLESBY OF SCULPTURE DED ICAT ION MRS . CHR IS CHR IST � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-08-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, CIRCA Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given August 27, 1982 for the W. K. Kellogg Foundation at the dedication ceremony for the statue CIRCA at McCamly Square in Battle Creek. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-08-27 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/74a1a908c9ff5c789746256df0729a6a.pdf b3973a895571d4fe4c90a9b9a3cd16e4 PDF Text Text HEALTH CARE SY STEM OUT OF SYNC COMMUNITY PARTNERSHIPS: CREATIVE RESPONSES TO A CRITICAL NEED REMARKS BY DR. RUSSELL G. MAWBY, PH.D. CHAIRMAN AND CHIEF EXECUTIVE OFFICER W.K. KELLOGG FOUNDATION COMMUNITY PARTNERSHIPS IN HEALTH PROFESSIONS EDUCATION POLICY CONFERENCE . NATIONAL PRESS CLUB WASHINGTON, D.C. SEPTEMBER 11, 1991 I IT IS A PLEASURE TO BE WITH YOU TO HELP LAUNCH THE COMMUNIT Y PARTNERSHIPS INITIATIVE AND TO SHARE A FEW OBSERVATIONS ABOUT REFORM IN HEALTH PROFESSIONS EDUCATION FROM A LAYMAN'S PERSPECTIVE. THANKS TO EACH OF YOU FOR BEING HERE FOR THIS VERY OUR SPECIAL OCCASION. MOST OF YOU HERE ARE PARTNERS IN THIS EFFORT WHICH AIMS TO INCREASE THE NUMBER OF PRIMARY HEALTH PRACTITIONERS -- DOCTORS, DENTISTS, AND OTHER HEALTH PROFESSIONALS -- AND TO DEVELOP NURSES, �MULTIDISCIPLINARY COMPREHENS I VE MODELS PR I MARY FOR IMPROVING HEALTH CARE. THE I PUBLIC'S APPLAUD CONTRIBUTION DURING THE TWO YEAR PLANNING PHASE. SMALL ORDER. ACCESS YOU AND TO YOUR THIS HAS BEEN NO EACH OF YOU KNOWS ONLY TOO WELL THAT THE SLOW PROCESS OF INSTITUTIONAL CHANGE CAN PROTECT US ALL FROM HASTY DECISIONS OR IMPULSIVE ACTIONS, BUT IT CAN JUST AS EASILY SMOTHER THE FLAME OF INNOVATION. YOU HAVE ALREADY SHOWN COURAGE, ENERGY, AND KNOW-HOW TO AVOID THAT BEING THE CASE. No ONE KNOWS BETTER THAN DO YOU, THAT MORE OF SUCH COURAGE AND COMMITMENT WILL BE NEEDED AS YOU MOVE AHEAD. YOu HAVE CREATED SOMETHING THE FOUNDATION BELIEVES IS GOING TO MAKE A DIFFERENCE: THE COMMUNITY PARTNERSHIPS -- EACH ONE DIFFERENT BECAUSE CIRCUMSTANCES WASHINGTON YOU FACE EMPHASIZING OUR ARE DIFFERENT. WE INTENTIONS TO WORK ARE ALL TOGETHER. HERE IN USUALLY PHYS IClANS TALK WI TH PHYS IClANS, NURSES WI TH NURSES, PUBL IC HEALTH SPECIALISTS WITH SOCIOLOGISTS AND POLITICAL POLITICIANS AND POLICYMAKERS WITH THEMSELVES. 2 SCIENTISTS, AND BUT ALL DIMENSIONS OF �THE HEALTH PROFESSIONS AND COMMUNITY LEADERSHIP ARE REPRESENTED IN THIS MEETING OUR PARTNERS INSTITUTIOI~AL ARE REPRESENTED: ME DI CI NE, NURSING, ADMIN ISTRAT ION, PUB LIC HE ALTH, THE ALL I ED HEALTH FIELDS. SCHOOL JUDGES, AND OUR COMMUNITY PRINCIPALS, MAYORS, PARTNERS ARE HIGH SCHOOL GOVERNORS AND PEOPLE, ALL OF YOU. HERE AS WELL -- MIDDLE TEACHERS, MEMBERS REMARKABLE! OF WONDERFUL! SMALL BUSINESS CONGRESS -- OWNERS, CONCERNED TOGETHER YOU WI LL BE THE VANGUARD IN MOVING FORWARD, IN TANGIBLE AND GRATIFYING WAYS, THE CONCEPT AND WISDOM OF THE COMMUNITY-BASED ACADEMIC HEALTH CENTERS TO REDIRECT HEALTH PROFESSIONS EDUCATION. IN THIS INITIATIVE, CARING HEALTH PROFESSIONS TEACHERS OF ALL SORTS ARE JOINING WITH COMMUNITIES. THE COMMON DOCTORS, CARING LAY PEOPLE FROM ALL WALKS OF LIFE IN YOu ARE BOUND TOGETHER BY COMMITMENT, BY TRUST, AND BY PURPOSE OF NURSES, BETTER PHARMACISTS, EDUCATING HEALTH DENTISTS, SERVE THE NEEDS OF PEOPLE. 3 PROFESSIONALS --- AND ALL THE REST --- TO �You REPRESENT RURAL COMMUNITIES IN TENNESSEE AS WELL AS COMMUNITIES IN THE HEART OF BOSTON AND ATLANTA. YOU'RE FROM WEST TEXAS, HAWAII, AND WEST VIRGINIA, AND, OF COURSE, FROM HILLMAN AND HOUGHTON LAKE IN MY HOME STATE OF MICHIGAN -- A FOUR-HOUR DRIVE FROM LANSING MICHIGAN'S STATE CAPITAL AND THE CLOSEST MAJOR CITY. AS COMMUNITY LEADERS, YOU COME NOT ONLY FROM RURAL, UNDERSERVED AREAS, BUT FROM INNER CITIES FACING MAJOR HEALTH CRISES. PROFESSIONALS, DENTISTS, YOU ARE PHARMACISTS, DEANS, TEACHERS, PHYSICIANS, RESEARCHERS, SOCIAL WORKERS, SPECIALISTS, AND OTHERS IN ALLIED HEALTH FIELDS. INSTITUTIONS AND SMALLER ONES, SOME AS HEALTH PUBLIC NURSES, HEALTH YOu REPRESENT BIG LONG-ESTABLISHED AND OTHERS RELATIVELY NEW. TOGETHER -- IN PARTNERSHIP, COMMUNITIES AND EDUCATORS -- YOU 'LL MAKE A DIFFERENCE. 4 �II AS ALREADY INDICATED, MY BACKGROUND AND MY GRADUATE EDUCATION ARE IN AGR I CULTURE. LAYMAN" COME TO YOU AS A LAYMAN , I WHOSE ROLE AS CHIEF EXECUTIVE HOPEFULLY AN "II'JFORMED OFFICER OF A FOUNDATION OBLIGATES ME TO BE AWARE OF ISSUES IN THE FIELD. CURRENTLY THE FOUNDATION'S HEALTH PROGRAMMING FOCUSES ON COMPREHENS I VE, HOL IST IC EFFORTS TO MEET THE HEALTH CARE AND SOC IAL SERVI CE NEEDS OF COMUN ITY PEOPLE. WE SEE COMMUN ITY-BASED HEALTH SERVICES AS A CRITICAL FIRST STEP I N REACHING THAT GOAL, AND THE FOUNDATION IS PROVIDING RESOURCES TO ENHANCE THE DELIVERY OF PRIMARY HEALTH CARE. ANOTHER STRATEGY INVOLVES CHANGE IN HEALTH PROFESSIONS EDUCATION ITSELF. MUST BE INVOLVED WE BELIEVE THAT OUR HIGHER EDUCATION INSTITUTIONS IN INNOVATIVE SOLUTIONS TO OUR HEALTH CARE PROBLEMS, AND WE BELIEVE THAT SUCH INVOLVEMENT WILL BEST BE MADE IN PARTNERSHIPS WITH COMMUNITIES. 5 �WITH NO PROFESSIONAL EXPERIENCE IN THE HEALTH FIELD, I STILL RECALL VIVIDLY A SERIES OF uRUDE AWAKENINGS u AS I FIRST BECAME INVOLVED IN THE FOUNDATION'S PROGRAMMING IN HEALTH. I WAS DISMAYED, SHOCKED, DISAPPOINTED BY MUCH OF WHAT I LEARNED OF THE INNER WORKINGS, BOTH I N HEALTH PROFESS IONS EDUCAT ION AND PRACT ICE . WH I LE THERE IS MUCH TO BE ADMIRED AI'JD PRAISED, CERTAII'J STARK REALITIES TARNISHED AND ERODED THE PINNACLE I N MY MIND UPON WH ICH I HAD PLACED THE HEALTH PROFESSIONS. I'VE TRIED TO LEARN WISELY AND TO CAREFULLY PLACE THE VARIOUS COMPONENTS IN PROPER PERSPECTIVE AND BALANCE. IN SO DOING, I HAVE HAD TO LEARN THE LEXICON OF THE HOSPITAL HALLWAYS AND THE DIFFERENCES BETWEEN RADIOLOGY AND · RHEUMATOLOGY; TO RECOGNIZE A uTHIRD PARTY PAYOR u WHEN I SEE ONE; TO UNDERSTAND THAT uFOUR-HANDED DENTISTRY u DOESN'T REFER TO A CLUMSY PRACTITIONER OR A CARNIVAL FREAK; AND TO APPRECIATE A CAREER LADDER IN POTENT IAL OF NURSE-MANAGED HEALTH CARE FAC I LI TIES. NURSING AND THE I SEE SOME OF YOU SMILING FOR MANY OF YOU ARE LEARNING NOW JUST AS I HAVE LEARNED. 6 �ACTUALLY I MUST CONFESS THAT I BRING SOME BAGGAGE TO THIS MEETING IN OUR NATION'S CAPITAL. I GREW UP ON A FARM IN WEST CENTRAL MICHIGAN, NOT REALLY "RURAL" BECAUSE THE HOMEPLACE IS NOW PART OF A SUBURB OF GRAND RAPIDS, BUT A FARM NONETHELESS AND IN A FAMILY WHICH ENJOYED FOR YEARS THE SPLENDID SERVICES OF A COUNTRY DOCTOR, DR. VYN. JAY D. HIS WIFE WAS HIS NURSE/RECEPTIONIST; LATER HIS DAUGHTER SERVED IN THAT ROLE ALSO. THEY WORKED TOGETHER IN HARMONY -- WE NOW CALL THAT JOINT PRACTICE -- SUPPORTIVE OF EACH OTHER, THE PATIENT, THE FAMILY. I AM NOT A NOSTALGIA BUFF, YEARNING FOR THE GOOD OLD DAYS ~ -- A RETURN TO THE OUTHOUSE, TUBERCULOSIS, AND BLOOD LETTING -- BUT THERE WERE SOME THINGS IN THAT ERA WHICH SHOULD STILL SERVE US WELL TODAY. BUT PERHAPS MY BEST QUALIFICATION FOR BEING HERE IS NOT THAT OF A FOUNDATION EXECUTIVE, BUT SIMPLY A LAYMAN -- A SON, HUSBAND, PARENT, CONCERNED CITIZEN. I HAVE BEEN BLESSED WITH GOOD HEALTH AND SO MY DIRECT EXPERIENCES WITH THE HEALTH CARE SYSTEM HAVE BEEN MINIMAL. 7 �BUT IHAVE HAD MORE THAN ENOUGH OPPORTUN ITY TO BE DEEPLY INVOLVED EMOT IONALLY AND IN EVERY OTHER -IN MY RESPONS IB IL IT IES AND ~ A RELAT IONSH IPS W ITH BROTHERS AND S ISTERS , PARENTS , FR IENDS . I HAVE SPENT MORE HOURS THAN I CARE TO REMEMBER AT A HOSP ITAL BEDS IDE , LEAN ING ON THE WALL ENDLESSLY IN A WA IT ING OF A HOSP ITAL CORR IDOR , S ITT ING ROOM . I HAVE SOUGHT INFORMAT ION AND ASS ISTANCE IN EVERY CONCE IVABLE WAY -ASK ING , BEGG ING , CA JOL ING , THREATEN ING -TO GET A T IDB IT OF INFORMAT ION , A GL IMPSE OF THE TRUTH , A GLI MMER OF UNDERSTANDI NG . TR IUMPHS AND TRAGED IES , I HAVE EXPERI ENCED I TALL - COMPASS lON , ARROGANCE , SELFLESSNESS , I NSENSIT I VE CALLOUSNESS , BOTH THE BRI LLI ANCE AND THE PETTI NESS OF THE CAR ING PROFESS IONS YOU REPRESENT . THAT OF A CONCERNED sO THE PERSPECT IVE IBR ING IS IND IV IDUAL , A GRATEFUL BENEF IC IARY , A CONSTRUCT IVE CR IT IC , AN EAGER PART IC IPANT IN THE UNEND ING PROCESS OF MAK ING THE SUPERB HEALTH SYSTEM AND S ITUAT ION WE HAVE TODAY EVEN MORE RESPONS IVE , EFFECT IVE , SAT ISFY ING -AND AVA ILABLE TO ALL . 8 �W. K. KELLOGG, THE MAN WHO STARTED OUR FOUNDATION, SAID IT WELL, "EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER." THOSE OF YOU WHO ARE EDUCATORS ARE VITAL PARTICIPAI\JTS IN THE SELECTION AND MOLDING OF PHYSICIANS, NURSES, PHARMAC ISTS, DENT I STS, OF THE THE CHARACTER, THE FUTURE. ULTIMATELY, PERSONALITY, OTHER HEALTH PROFESS IONALS YOU INFLUENCE THE SHAPE, THE VALUES, HEALTH CARE SYSTEM. AND THE MORALITY OF THAT WHICH WE CALL OUR THOSE OF YOU WHO ARE LAY PERSONS, AS I AM, WILL NOW SHARE IN THIS HUMBLING RESPONSIBILITY. FOR THOSE OF YOU IN THE AUDIENCE NEW TO THE COMMUNITY PARTNERSHIPS INITIATIVE, YOU MAY ASK WHY AND HOW THE KELLOGG FOUNDATION DEVELOPED THIS INITIATIVE. THIS EFFORT DID NOT START WHEN WE ANNOUNCED OUR GRANT OF 47.5 MILLION DOLLARS LAST JUNE. IT BEGAN 5 YEARS AGO WHEN WE ASKED OURSELVES, HOW CAN A FOUNDATION LIKE OURS --HELP TO IMPROVE OUR HEALTH CARE SYSTEM? THE QUESTION, AS A LOGICAL FIRST STEP, WE THEN PURSUED "IF WE COULD DESIGN 9 IT, WHAT KIND OF HEALTH CARE �ARRANGEMENT WOULD WE LIKE FOR OUR FAMILIES AND OUR NEIGHBORHOODS?N THIS IS NOT ASKING OF LEADERS AN IDLE MYSELF, IN THE OR IMPULSIVE MEMBERS OF HEALTH OUR FOUNDATION PROFESSIONS F I NALLY CONCLUDED THAT IDEALLY, MY FAMILY QUESTION; FOR A IT IS ONE PROGRAM NUMBER OF SPEAK I NG FOR MYSE LF , AFFILIATED WITH A SMALL TEAM OF I'VE STAFF, AND OF YEARS. I BEEN I'VE WOULD HAVE PROFESSIONALS -- PERHAPS SOME COMBINATION OF PRIMARY CARE PHYSICIANS AND NURSE PRACTITIONERS, ONE OR MORE DENTISTS, PERSONNEL TH I S IN GROUP NURSING, WOULD AND HOSPITALS WITH A RECEPTIONIST/BOOKKEEPER, SOCIAL HAVE WORK, AND APPROPR I ATE REFERRAL THE ALLIED PR I VI LEGES ARRANGEMENTS OTHER SUPPORT HEALTH WITH WITH FIELDS. COMMUN I TY SPECIALISTS. PHILOSOPHICALLY THE GROUP WOULD BE COMMITTED TO A PROGRAM OF HEALTH PROMOTION AND DISEASE TREATMENT OF ILLNESS. PREVENTION OR NOw LET'S MODEL. 10 HEALTH TAKE A MAINTENANCE, MOMENT TO AS WELL AS CONSIDER THIS �FIRST, THE CORE OF THE GROUP WOULD BE A PRIMARY CARE TEAM CONCERNED WITH THE INDIVIDUAL AND WITH THE FAMILY. WHEN ONE MEMBER OF THE PRIMARY CARE TEAM WAS AWAY, THE PATIENT WOULD BE COVERED BY OTHER MEMBERS OF THE TEAM. WHEN WARRANTED, THESE PRACTIONERS WOULD INVOLVE APPROPRIATE SPECIALISTS FOR CONSULTATION AND/OR TREATMENT. PHYSICIANS WOULD WORK IN HARMONY WITH NURSE PRACTIONERS. VERY OFTEN MY TIME OF MINOR COMPLAINTS DO NOT BOARD-CERTIFIED SPECIALIST. REQUIRE THE ATTENTION OR A I AM QUITE CONTENT TO BE TREATED BY A COMPETENT NURSE PRACTITIONER, WITH CONFIDENCE THAT IF SHE IDENTIFIES A PROBLEM THAT REQUIRES PHYSICIAN COLLEAGUE. INEXCUSABLE, THAT PROVIDED FEW HEALTH SO CARE. MOD I FICAT ION. THE IT FURTHER -EXPERTISE, SEEMS TO ME COMPETENCE OF THE OPPORTUNITIES THE PUBLIC, I SHE WILL INVOLVE DEPLORABLE, NURSING IN FACT PROFESSION TO CONTRIBUTE MAXIMALLY AM CONVINCED, WOULD TO WELCOME A IS HUMAN SUCH THE PROBLEM LIES NOT WI TH THE CONSUMERS, BUT I N THE PROFESSIONS AND THEIR WORKING RELATIONSHIPS, OR LACK THEREOF. 11 �WITHIN THE TEAM, PRIMARY CARE PRACTITIONERS WOULD CONTRIBUTE THEIR APPROPRIATE SPECIALTIES TO THE GROUP ENTERPRISE, AS WOULD THE OTHER HEALTH PROFESSIONALS. UNDERSTAND WHY AND THE DENTISTRY IS DENTISTS? PRACTICED AS IN A LAYMAN, ISOLATION -- I DON'T PERHAPS SPLENDID ISOLATION -- BUT NONETHELESS ISOLATION FROM THE MAINSTREAM OF THE HEALTH CARE SYSTEM. THE PROBLEMS OF MY TEETH AND MY MOUTH ARE NOT ISOLATED FROM THE REST OF ME, AND I BELIEVE, CAN HAVE AN IMPACT THROUGHOUT THE BODY. ADDRESS THE IDIOSYNCRASY THUS, THE FAILURE OF THE PROFESSION TO IN THE PRESENT PATTERN OF PRACTICE IS DIFFICULT TO FATHOM. AND THE EMPHASIS ON HEALTH PROMOTION AND DISEASE PREVENTION? YOu IN THE HEALTH PROFESSIONS HAVE DESIGNED A SYSTEM WHICH COMPENSATES YOU ONLY FOR THE TREATMENT OF MY ILLNESS OR INJURY. I CAN ENGAGE SPECIALISTS TO DESIGN AND IMPLEMENT A PREVENTIVE MAINTENANCE PROGRAM FOR MY AIR CONDITIONER AT HOME, MACHINE AT MY OFFICE. OR THE ELEVATOR OR DUPLICATING OR -- CLOSER TO OUR TOPIC TODAY -- I CAN 12 �CONTRACT WITH MY VETERINARIAN HORSES. SUCH IN A FOR A HERD HEALTH CONTRACTUAL ARRANGEMENT, PROGRAM I FOR MY ALWAYS HAVE RESPONSIBILITIES WHICH I MUST FULFILL IF THAT CONTRACT IS TO REMAIN VALID. GROUP IN SIMILAR FASHION, I WOULD LIKE TO COMPENSATE A HEALTH CARE FOR THE PARTICIPATION RESPONSIBILITIES, DESIGN AND AND CONTINUED FULFILLMENT MONITORING, OF MY WITH MY OBLIGATIONS FULL AND OF A MAINTENANCE CONTRACT FOR MY MOST PRECIOUS POSSESSION -- MY HEALTH AND THAT OF MY FAMILY. III AT THE FOUNDATION, WE BEGAN TO ASK OURSELVES AND OUTSIDE EXPERTS: "WHY HAVE THE HEALTH PROFESSIONS BEEN SO UNIMAGINATIVE, SO UNCREATIVE, SO UNRESPONSIVE IN THIS AREA?" GROWING OUT OF THESE DELIBERATIONS, COMMUNITY-BASED HEALTH SERVICES, 13 OUR PROGRAMMING FOCUS BECAME PROJECTS LINKING PEOPLE IN NEED �W ITH PROFESS IONAL EXPERT ISE , AND FROM WH ICH GRASSROOTS LESSONS M IGHT HELP SHAPE D IRECT IONS FOR THE SYSTEM . CLEARLY , LONG -TERM IMPROVEMENT DEPENDS , IN PART , ON RED IRECT ION OF THE WAY WE EDUCATE HEALTH PROFESS IONALS . so WE ESTABLISHED -IN BROAD GU IDEL INES - OUR COMMUN ITY PARTNERSH IPS W ITH HPE IN IT IAT IVE . A LETTER OF INV ITAT ION WENT OUT AND AN INFORMAT IONAL SESS ION WAS HELD IN CH ICAGO IN 1989 . WE SHARED W ITH THE AUD IENCE OUR CONCERNS ABOUT HEALTH CARE IN AMER ICA AND THE ROLE OF HEALTH EDUCATORS . NEARLY 7 0 0 PEOPLE ATTENDED THAT MEET ING ; MOST HEALTH PROFESS IONS SCHOOLS IN THE NAT ION WERE S N~ WE RECE IVED 1 10 PROPOSALS . FROM THAT POOL OF IDEAS ,1 5F INAL ISTS WERE SELECTED . FOR 1 8 MONTHS , EDUCATORS AND COMMUN ITY LEADERS INVOLVED IN THESE 1 5 LOCAT IONS WORKED TOGETHER TO EXPLORE AND FASH ION COMMUN ITY PARTNERSH IP PLANS . MANY OF YOU IN TH IS ROOM , GAVE UP NEARLY 5 WEEKS OF YOUR T IME TO ATTEND MEET INGS AWAY FROM HOME . RECE IVED AND S ITE V IS ITS LAST JUNE , AFTER PROPOSALS WERE CONDUCTED , 14 SEVEN OF THE COMMUN ITY �PARTNERSHIPS WERE AWARDED 6 MILLION DOLLARS EACH. TON IGHT REPRESENT THOSE 7 PARTNERSH I PS. MOST OF YOU HERE YOU HAD PROVED THAT YOU WERE READY TO WORK TOGETHER IN A UNIQUE AND POTENTIALLY FAR REACHING MANNER -- PEOPLE AND INSTITUTIONS COMING TOGETHER TO CREATE PRIMARY HEALTH CARE TEACHING CENTER S AND TO DELIVER QUALITY, COMPREHENSIVE, INTERDISCIPLINARY HEALTH CARE. WE ARE ASKED SO OFTEN WHAT WE MEAN BY PRIMARY HEALTH CARE, PROBABLY BECAUSE IT MEANS SO MANY THINGS THAT IT MEANS SO LITTLE. I AM NOT GOING TO HELP WITH THE DEFINITIONAL PROBLEM, BUT I WOULD LIKE TO REFLECT ON A FEW THINGS THAT ARE IMPORTANT FROM MY LAYMAN'S PERSPECTIVE -- AND I SUSPECT TO MOST PEOPLE AS WELL. 2400 YEARS DISCONTINUITY AGO, THE GREEK IN MEDICAL CARE HI STOR IAN HERODOTUS IN HIS NATIVE "EACH PHYSICIAN TREATETH ONE PART AND NOT MORE. 15 LAND. PERCE I VED HE A LAMENTED, AND EVERYWHERE IS �FULL OF PHYS IC IANS ; FOR SOME PROFESS T ~ S L S PHYS IC IANS OF THE EYES , AND OTHER THE HEAD , OTHERS THE TEETH , AND OTHERS OF THE PARTS OF THE BELLY , AND OTHERS OF OBSCURE S ICKNESSES . " HERODOTUS WAS CORRECT IN H IS V IEW THAT A D ISCONT INU ITY OF CARE CAN RESULT FROM THE TREND TOWARD OVERSPEC IAL IZAT ION . HEALTH CARE , OFFERED OR PROVI DED IN AFRAGMENTED F ASHION , IS D I FFI CULT TO DEAL W ITH IN ITSELF BUT THE PROBLEM GOES DEEPER . OFTEN ACCOMPANY ING SPEC IAL IZED CARE ISTHE PROBLEM OF TRANSFERR ING INFORMAT ION BETWEEN CARE PROV IDERS WHO UNW ITT INGLY , OR WORSE , KNOW INGLY , INH IB IT THE PAT IENT 'S ACCESS TO COMPREHENS IVE CARE . I 'LL USE A PERSONAL EXAMPLE TO ILLUSTRATE WHAT I MEAN . By THE T IME MY MOTHER REACHED HER M ID 7 0S , SHE HAD SEVERAL D IFFERENT HEALTH PROBLEMS , INCLUD ING CANCER AND COMPL ICAT IONS FROM A SER IES OF STROKES . IN THE COURSE OF HER CANCER TREATMENT/ SHE WAS SHUNTED 16 �FROM ONE SPEC IAL IST TO ANOTHER , FROM INTERN IST TO SURGEON TO RAD IOLOG IST TO ONCOLOG IST , NONE OF WHOM REALLY TOOK A COMPREHENS IVE LOOK AT HER PROBLEMS IN ORDER TO ASSESS HER OVERALL COND IT ION . THE INTERN IST WHO IN IT IALLY D IAGNOSED THE PROBLEMS REFUSED TO CONT INUE AS HER PR IMARY CARE PHYS IC IAN , SO BY DEFAULT THE RESPONS IB IL ITY FOR F IND ING A NEW DOCTOR CAME BACK TO MY MOTHER AND OUR FAM ILY . ENCOUNTERED ANOTHER STUMBLI NG BLOCK WE A GREAT RELUCTANCE , AND AT T IMES , REFUSAL OF SEVERAL DOCTORS TO TRANSFER MED ICAL RECORDS OF THE CARE THEY GAVE MY MOTHER TO OTHER PHYS IC IANS WHO ALSO WERE TREAT ING HER . CONSEQUENTLY , EXAM INAT IONS , TESTS , AND PROCEDURES ~ DUPL ICATED UNNECESSAR ILY , AT INCONVEN IENCE ,D ISCOMFORT , AND COST . I UNDERSTAND THE REASONS G IVEN , BUT I DO NOT ACCEPT THE F INAL RESULT AS ADEQUATE OR DEFENS IBLE . ISNOT AN ISOLATED ONE . THERE MUST BE BETTER WAYS . TH IS EXAMPLE FR IENDS AND ASSOC IATES HAVE TOLD ME S IM ILAR STOR IES , AND YOU CAN SURELY ADD ANECDOTES OF YOUR OWN . 17 �OVERSPEC IAL IZAT ION AND A LACK OF CONT INU ITY IN CARE ARE NOT PROBLEMS CONFI NED TO OBSERVERS THE CONTEND , PRACTI CE HAS OF MEDI C INE . RESULTED FROM SPEC IAL IZAT ION , THE SOME IMPLEMENTAT ION OF TECHNOLOGY IN ALMOST EVERY F IELD , FORC ING THE IND IV IDUAL TO DEAL W ITH AN EVER INCREAS ING NUMBER OF PROV IDERS OF SERV ICE . THE SPEC IAL IZAT ION OF HEALTH PROFESS IONS EDUCAT ION AND HEALTH SERV ICES IS , IN MANY WAYS , AN AMER ICAN ACH IEVEMENT WE A~ BE PROUD OF . BUT AT THE SAME T IME , WE MUST MANAGE ITSO THAT ITDOESN 'T BECOME AN END IN ITSELF . FRAGMENTED , IF SUCH SPEC IAL IZAT ION RESULTS IN FRUSTRAT ION AND INCOMPLETE PAT IENT CARE , IT NEEDS RETH INK ING AND REARRANG ING . TH IS PROBLEM SHOULD BE ADDRESSED BY ALL HEALTH PROFESS IONAL SCHOOLS , AND PART ICULARLY BY THE MED ICAL SCHOOL . THE MED ICAL SCHOOL HAS THE RESPONS IB IL ITY OF EDUCAT ING THE KEY MEMBER OF THE HEALTH CARE DELI VERY TEAM . THE DOCTOR HAS BEEN THE QUARTERBACK , THE CEO , THE GUARD IAN , THE GATEKEEPER -LARGELY DETERM IN ING IN WHAT MANNER AND 18 �WITH WHAT EMPHASES PATIENT CARE IS PROVIDED. SHE PROBABLY REMAIN IN THIS POSITION FOR YEARS TO COME. SHOULD BE TRIED. WHAT ABOUT A NURSE OR HE WILL BUT NEW MODELS QUARTERBACK, A DENTIST QUARTERBACK? I HAVE A TRUE STORY THAT ILLUSTRATES THE ISSUE OF HEALTH CARE AVAILABILITY AND ACCESS. NOT LONG MICH IGAN, AGO ON A VISIT TO A COUNTY SEAT IN SOUTHERN I MET WITH A GROUP OF YOUNG DOCTORS. I ASKED THEM, "IF THE MAWBY FAMILY ·MOVED TO THIS AREA, COULD ANY OF YOU TAKE US ON AS NEW PATIENTS?" THERE WAS A QUICK CONSENSUS, "OH YES, RuSs MAWBY, CHAIRMAN OF THE KELLOGG FOUNDATION, OF COURSE WE WILL GET YOU IN." "NO, NO," I SAID. "RUSS MAWBY, OR LET'S SAY RuSS JONES, WITH A WIFE AI\JD THREE KIDS, TOWN." 19 LIVING ON 40 ACRES SOUTH OF �AGAIN THERE WAS QUICK AGREEMENT, NEW PATIENTS. FOR NOW, "NONE OF US YOU'LL JUST HAVE IS TAKING ANY TO GO TO THE EMERGENCY ROOM AT THE HOSPITAL." I DON'T BELIEVE THAT IS A SATISFACTORY ANSWER TO PRIMARY CARE FOR FAMILIES; EMERGENCY ROOM CARE SHOULD BE FOR EMERGENCIES, NOT SERVE AS A USUAL POINT OF ENTRY FOR PRIMARY CARE. EXPERTS KEEP TELLING PROBLEM ONLY FOR COMMUN I TIES. THE ME THAT ACCESS URBAN POOR TO AND THAT SI MPL Y I S NOT TRUE, HEALTH FOR CARE PEOPLE I F OUR MEASURE GOES BEYOND THE MOST PRIMITIVE OR BASIC STANDARD . ALL TYPES, CIRCUMSTANCES, URBAN AND MANY FAMILTES RURAL, WITHOUT TO SATISFACTORY PRIMARY CARE ON A CONTINUING BASIS. A SERIOUS REMOTE OF RURAL ADEQUACY IN COMMUNITIES OF REGARD HAVE REAL DIFFICULTY 20 IN IS TO ECONOMIC IN GAINING ACCESS �BUT AS A LAYMAN, I HAVE OBSERVED THAT HEALTH PROFESSIONALS PARTICULARLY PHYSICIANS, BUT TO A DEGREE ALL HEALTH PROFESSIONALS HAVE NO PROBLEMS GAINING ACCESS TO THE HEALTH CARE SYSTEM. CHILD OR MOTHER OR GOOD FRIEND NEEDS TO SEE IF THEIR A DOCTOR, EVEN A SPECIALIST WHO IS BOOKED SIX MONTHS IN ADVANCE, THERE IS NO PROBLEM OF ACCESS. I SUSPECT THIS MAY BE A FRINGE BENEFIT WHICH EXTENDS TO HEALTH PROFESSIONS EDUCATORS. YOU INTO BELIEVING THIS ISN'T ALSO BUT DON'T LET THIS LULL A PROBLEM FOR THE REST OF US, REGARDLESS OF GEOGRAPHIC, CULTURAL, OR ECONOMIC CIRCUMSTANCE. I CAN'T HELP BUT THINK THAT THE VERY PRESSING PROBLEM OF MALDISTRIBUTION, AND SOME SAY SHORTAGE, OF NURSES IS ALSO DIRECTLY RELATED TO HEALTH PROFESSIONS EDUCATION ISSUES -- ESPECIALLY MEDICAL EDUCATION. AS A LAYMAN, I CAN'T UNDERSTAND OR SYMPATHIZE OR HAVE PATIENCE WITH THE KINDS OF "PROFESSIONAL SNOBBERY" WHICH SEPARATE THE HEALTH PROFESSIONS IN EDUCATIONAL AND CLINICAL SETTINGS. 21 I DO �NOT UNDERSTAND THE RELUCTANCE OF THE MED ICAL PROFESS ION AND MED ICAL SCHOOLS TO TAKE A MORE UNREAL IZED POTENT IAL OF ENL IGHTENED V IEW OF NURSES AND OTHER RECOGN IZ ING TH E NON -PHYS IC IAN HEALTH PROFESS IONALS TO MEET HEALTH CARE NEEDS IN TH IS COUNTRY . I SUSPECT THE EL IT ISM AND SEPARAT ION WH ICH ST ILL CHARACTER IZE TOO MUCH OF PHYS IC IAN EDUCAT ION AND CARE W ILL NOT BE TOLERATED MUCH LONGER . TH IS ~~OUL SEEM PART ICULARLY TRUE AS THE PUBL IC BETTER UNDERSTANDS HOW SUCH PAROCH IAL ISM IMPEDES THE QUAL ITY , CHARACTER , AVA ILAB IL ITY , AND COST CONTROL OF CARE IN THE IR COMMUN IT IES . H INOVATI VE APPROACHES MUST ENCOURAGE POCTORS , NURSES , DENT ISTS , AND OTHER HEALTH PROFESS IONALS TO PRACT ICE TOGETHER MORE EFF IC IENTLY AND EFFECTI VELY . THISINCLUDES PROVI D ING CARE IN UNDERSERVED AREAS AND TO UNREACHED CL IENTELE , SO THAT ALL PEOPLE , AFFLUENT , POOR , L IV ING IN THE C ITY AND IN THE COUNTRY , HAVE ACCESS TO QUAL ITY HEALTH CARE . 22 �NOTICE I SAID QUALITY HEALTH CARE; CERTAINLY A PERSISTENT AND BASIC CONCERN OF ALL. IN RECENT YEARS, NOT JUST IN THE PRACTICE OF MEDICINE, QUALITY INCREAS INGLY HAS COME TO BE DEFINED IN TERMS OF USING HIGH EQUIPMENT, TECHNOLOGY. PROCEDURES, WE PRIDE AND SYSTEMS WHETHER INDUSTRY, OR COMMUNICATIONS. ON TECHNOLOGY CAN OURSELVES ON CONTRIBUTE USING THE IN MEDICINE, LATEST THE AUTO IN THE HEALTH PROFESSIONS OVEREMPHASIS TO A FAILURE TO NOTICE THAT THE PRACTICE OF QUALITY CARE FOR COMMON AILMENTS MAY BE JUST AS GOOD OR BETTER I N A SMALL , MODESTLY EQU I PPED CL I NIC AS I N A MAJOR MED ICAL CENTER. MEDICAL SCHOOLS HAVE TAKEN THE LEAD IN APPLYING HIGH TECH TO THE PRACTICE OF MEDICINE (AS WELL THEY SHOULD) BUT THEY MUST NOT RUSH SO FAR AHEAD THAT THEY FORGET THE HUMAN DIMENSION THE PATIENT'S PERCEPTION OF QUALITY WHICH OFTEN HINGES ON HOW THE DOCTOR TREATS THE PERSON, INDIVIDUAL NOT JUST THE MEDICAL PROBLEM. FACULTY MEMBERS THAT 23 THEY DESPITE STATEMENTS BY RECOGNIZE THIS PATIENT �PERCEPTION OF THE QUALITY OF CARE VERSUS THE PHYSICIAN'S PERCEPTION OF CARE, MOST OBSERVERS ARE UNABLE TO NOTE MUCH EVIDENCE OF THAT RECOGNITION. IF YOU OR NOT WALK STAY?" WERE TO HAVE A HEART ATTACK TODAY, OUR LOVED ONE WOULD I NTO THE HOSP I TAL AND ASK, "WHAT I S THE · AVERAGE LENGTH OF BUT THAT YARDSTICK HAS TOO OFTEN BEEN A PRIMARY MEASURE OF "QUALITY" ASK, I IN "IS SHE WITH HER? HOSPITAL IN MAY PAIN? I SEE REVIEI-JS. INSTEAD, A LOVED ONE IS LIKELY Is SHE BEING KEPT COMFORTABLE? HER?" PHYSICIANS AND TO IS SOMEONE HOSPITAL ADMINISTRATORS TEND NOT TO WORRY ENOUGH ABOUT THESE HUMAN MEASUREMENTS WHICH ARE SO SIGNIFICANT TO THE PATIENT AND THE FAMILY, AND TO THE PATIENT'S RECOVERY. THERE IS A DEFINITE NEED FOR EDUCATORS TO GIVE AS MUCH CONSIDERATION TO THE PATIENT'S PERSPECTIVE ON QUALITY HEALTH SC IENCE Ar--ID RESEARCH. MANY 24 IN PRACTICE AS IT GIVES TO RESPECTED AUTHORITIES HAVE LONG �CALLED FOR INCLUDING THE HUMANITIES AND SOCIAL SCIENCES IN THE HEALTH PROFESSIONS CURRIC ULA AS A MEANS OF INSTILLING A CONCERN FOR HUMANE CARE IN THE BUDDING PHYSICIAN, DENTIST, NURSE, PHARMACIST. IN THE COMMUNITY PARTNERSHIPS INITIATIVE, MODELS WILL EMERGE THAT NATURALLY INCLUDE THIS OR I HOPE NEW INTERDISCIPLINARY DIMENSION AS CENTRAL TO ALL HEALTH PROFESSIONS EDUCATION. I CAN'T LEAVE OUT A COMMENT ABOUT COST. MUCH ATTENTION IS NOW FOCUSED ON COST AND WHO PAYS. OF THE POLICY WE SPEND 12% OF THE GNP AND IT IS GROWI NG AT A RATE GREATER THAN ' I NFLATION -- BILLIONS AND BI LLI ONS OF DOLLARS. WI TH COS J. AS A FOCUS, THE "SOLUT IONS" ABOUND -- REDUCE THE UNNECESSARY PAPERWORK; ASSESS THE EFFECTIVENESS OF VARIOUS TECHNOLOGICAL INTERVENTIONS; SHIFT CONSUMERS; LET EMPLOYERS FOOT MOST OF THE BILL. FEES; RESTRICT HOSPITAL STAYS. DECISIONS TO CONTROL PHYS ICIAN BE MORE LIKE CANADA; BE LESS LIKE CANADA! OUR SYSTEM DOES INDEED COST TOO MUCH FOR WHAT WE GET AND IT LEAVES TOO MANY PEOPLE OUT. 25 BUT THE FOCUS MUST BE ON �MULTIDISCIPLfNARY MODELS--MORE PRIMARY CARE PRACTITIONERS WORKING TOGETHER IN BETTER WAYS TO HELP KEEP PEOPLE HEALTHY, RESTORE HEALTH, AND TO DIE WITH DIGNITY. THE SYSTEM, ITSELF, MUST BE CHANGED! THAT'S WHAT YOU ARE UP TO. IV THE COMMUNITY PARTNERSHIPS INITIATIVE INFLUENCE THE HEALTH PROFESSIONS IS A BOLD STEP TO DIRECTLY EDUCATION GRADUATES FOR COMMUNITY-BASED, PRIMARY CARE. SYSTEM TO PREPARE IT IS OUR HOPE THAT YOUR DEVELOPMENT OF THESE SEVEN NEW. MODELS -- EACH IN ITS OWN WAY -WILL ALSO CONTRIBUTE TO A BETTER, MORE AFFORDABLE HEALTH CARE SYSTEM THAT EVERYONE WILL BE ABLE TO ACCESS. OF COURSE, GUARANTEES THAT ALL OF YOUR COMMUNITY-BASED, THERE ARE NO PRIMARY CARE MODELS WILL SUCCEED IN REDIRECTING THE HEALTH PROFESSION EDUCATION; AND THE COMMUNITY PARTNERSHIPS INITIATIVE ISN'T INTENDED TO BE A SOLUTION FOR ALL THE PROBLEMS OF OUR NATIONAL HEALTH CARE SYSTEM. 26 BUT YOU �AND I BOTH KNm -J OUR SOC IETY W ILL AFFA IRS IN HEALTH CARE NOT PERM IT THE PRESENT STATE OF TO LAST FOREVER , AND THE PRESSURES ARE GROW ING UPON POL ICYMAKERS TO F IND SOLUT IONS . PERHAPS T INKER ING W ITH THE STATUS QUO AND CONDUCT ING MODEST IN IT IAT IVES AROUND THE MARG IN IS THE GREATEST R ISK OF ALL -THE R ISK THAT NOTH ING W ILL CHANGE WHEN SO MUCH ISNEEDED . ELECTED OFF IC IALS AND POLICYMAKERS , RURAL FOLK AND C ITY FOLK , THE YOUNG AND THE ELDERLY , THE UNDERSERVED POOR AND THE UPPER M IDDLE CLASS , WE ARE ALL COUNT ING M ICH IGAN , WEST V IRG IN IA , ON A~ AII YOU . TENNESSEE , MASSACHUSETTS , TEXAS , GEORG IA -I KNOW YOU W ILL DO IT . I FULLY EXPECT H ISTOR IANS TO LOOK BACK FROM THE YEAR AND MARK SEPTEMBER 1991 AS THE 2020 BEG INN ING OF B IG CHANGE IN THE HEALTH CARE F IELD ! 1 0 8 0C 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1991-09-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Community Partnerships in Health Professions Education Policy Conference Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September 11, 1991 for the W. K. Kellogg Foundation at the conference for Community Partnerships in Health Professions Education Policy. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1991-09-11 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/05a6795663cb4ebdbe9a655d02666b2f.pdf f64a9d049e9a9a7d59c3d60eb13e37c9 PDF Text Text Remarks by Dr. Russell G. Mawby Last Seminar for the W.K. Kellogg Foundation's Community-Based Public Health Initiative Detroit Ponchetrain Hotel March 24, 1992 I I welcome the opportunity to be with you tonight to share a few observations about this community and public health initiative from a personal and layman's perspective. I have certainly enjoyed learning about your activities and discussions in this series of seminars from our health staff at the Foundation and have found the issues you are addressing to be most provocative. I want to thank each of you and your institutions for your interest in the new community-based public health initiative. It is apparent from your involvement that the agenda that the Foundation has put before you is a challenging one indeed -- calling for each of you health professions educators, public health practitioners, and community organizational representatives, to examine deeply your long-standing patterns of behavior and interrelationships. Thus far, the response to this initiative has been quite strong, though varied, as we would expect. Yet there is a pattern. You recognize the difficulty in what is being asked and the need that it be done. The time is right for some groups to reach out -- to set up new linkages with people and communities to create new partnerships that will influence health professions education and community health in the decades to come. �2 All of you in this room know only too well that the processes of institutional change, carefully designed to protect us all from hasty decision or impulsive action, can as easily serve to smother a flame of innovation. May you have the courage, the energy, and the genius to carry through some of the ideas you have been exploring and avoid that being the case -- again. I am impressed with this initiative. are here. Those who can make a difference Usually, educators talk with other educators, practitioners with practitioners, and community people only with themselves. But all component parts of the health field are represented in this meeting local and state health officials; university administrators, teachers and researchers; doctors; nurses; governmental executives; leaders of various community organizations. Remarkable! Wonderful I Some of you will be the vanguard in moving forward, in tangible and gratifying ways, the concept and genius of the helping professions -- at the moment accomplished in disciplinary scientific contributions, but with their potential unfulfilled in preparing practitioners specially suited for advocating and delivering comprehensive public health services in partnership with the communities they serve, benefits which therefore are not yet realized. As already indicated, my background and my graduate education are in agriculture. I come to you as a layman, hopefully an "informed layman" whose role as chief executive officer of a foundation -- which each year provides millions of dollars for programs in health education, services, and delivery field. obligates me to be aware of issues in the I still recall vividly a series of "rude awakenings" as I first became involved in the Foundation's programming in health. I was �3 dismayed, shocked, disappointed by much of what I learned of the inner workings, both in education and practice. While there is much to be admired and praised, the stark realities which became clear, tarnished and eroded the pinnacle upon which the health professions had resided in my mind. I have tried to learn wisely and to carefully place the various components in proper perspective and balance. In so doing, I have had to learn the lexicon of the back hallways and the differences between epidemics and epidemiology; to recognize a "utilization reviewer" or "quality assessor" when I see one; to understand that "environmental health" doesn't refer to a senior citizen breaking the ice to skinny dip in a frozen lake; and to appreciate a career ladder in nursing. (But, I must confess I still cannot distinguish easily a community health nurse from one who is not.) Actually I bring more baggage than that to this meeting. I grew up on a farm in west central Michigan, not really "rural rural" because the homeplace is now part of a suburb of Grand Rapids, but a farm nonetheless and in a family which enjoyed for years the splendid services of a country doctor, Dr. Jay D. Vyn. His wife was his office nurse/receptionist; later his daughter served in that role also. They worked together in harmony to treat the sick and the injured, vaccinate the children, improve sanitation, and protect the health of the whole community. They mobilized the townspeople and were supportive of each other, the patient, the family, the neighborhood. I am not a nostalgia buff, yearning for the good old days -- a return to the outhouse, tuberculosis, and blood-letting -- but there were some things in that pattern which should still serve us well. �4 But perhaps my best qualification for being here today is not that of a foundation executive, but simply a concerned citizen. I have been blessed with good health and so my personal involvement with either the health care system or the public health system has been minimal. But I have had more than enough opportunity to be deeply involved -emotionally and in every other way -- in my responsibilities and relationships with parents, friends, and neighbors. I have seen at first hand the petty squabbles between health departments and medical doctors, between health and social service agencies, and I have seen over and over again the apathy and red tape and needless bureaucratic entanglements that defy human logic and need. I have sought information and assistance in every conceivable way -- asking, begging, cajoling, threatening -- to get a glimmer of understanding, an approach to a problem. And I have experienced an extraordinary array of responses empathy, helpfulness, compassion, arrogance, disdain, rebuke, both the engaging resourcefulness and the pettiness of the helping professions you represent. So the perspective I bring is that of a layman -- a concerned individual, a grateful beneficiary, a constructive critic, an eager participant in the unending process of making the superb health system and situation we have today even more responsive, effective, and satisfying. II Many of you are educators, charged with key responsibilities in the preparation of the professionals who design, manage, and conduct the affairs of our health care system -- its various components, institutions, and programs. You shape tomorrow. W.K. Kellogg said it well, "Education offers the greatest opportunity for really improving �5 on e generation over another." You are vital participants in the s election a nd molding of the publi c health professionals who guide our future . You help to determine the criteria by which decisions are made as to who is in and who is out; you shape the pattern of experiences to which they are exposed; and you establish the criteria by which their suc cess or failure is determined . Thus, ultimately, you influence the shap e, the character, the personality, the morality of our health system. We are grateful for the degree to which you succeed; we worry about the whys, the hows, and the so whats of the job you do; and we are the beneficiaries -- or the victims -- of the consequences of your efforts. Others of you in this room are public health practitioners. You manage and give direction to local health agencies, and you c a r r y out and supervise the array of preventive and protective servi ces which government provides for the entire community. Still others of you analyze and plan and develop policy options for the organization and delivery of lo cal and regional health services. And finally, there are individuals in this room who, like me, are laymen, but committed to lending a hand as volunteers and dedicated public servants in the grassroots, civic, and human service organizations that make our nation unique in all the world. Quite frankly, I have struggled with how I might most productively approach my assignment today. My first inclination was to approach the task as I always approach the learned professions -- hat in hand, in awe and in admiration of those who are privileged to serve and influence so intimat ely the human condition. Despite the experiences which abuse �6 that idyllic image, to me there is no higher calling than the health professions you represent. But I have chosen a different course in pursuing my task today. Quite simply, I leaned back in my chair and said, "Suppose I were a health professions educator or practitioner. What would I do?" As a logical first step, I then pursued the question, "If I could design it, what kind of health system would I like for my own community and for the Mawby family?" This is not an idle or an impulsive question; it is one I have been asking myself, members of our Foundation program staff, l eaders in the health professions for a number of years. I have finally concluded that ideally I would have the Mawby family affiliated with a small team of professionals perhaps some combination of primary care physicians, dentists, nurse practitioners, with a receptionist/bookkeeper, other support personnel in nursing and the allied health fields. This group would have appropriate privileges with community hospitals and nursing homes; referral arrangements with specialists (mental, physical, social, behavioral), and it would function within a system that continuously monitored health conditions, assessed the need for services now and in the future, and made certain that all citizens had adequate responses to their health needs. Philosophically the entire system, public and private, would be committed to a program of health promotion/dis ease prevention or health maintenan c e, as well as treatment of illness. Why the emphasis on health promotion/disease prevention? You in the public health profession have allowed a system to be designed which compensates caregivers only for the treatment of my illness or injury. I can engage specialists to design and implement a preventive �7 maintenance program for my air conditioner at home, or the elevator or duplicating machine at my office. In such a contractual arrangement, I always have responsibilities which I must fulfill if that contract is to be valid. In similar fashion, I would like to compensate a health group for the design and the continuing monitoring, with my full participation and fulfillment of my obligations and responsibilities, of a maintenance contract for my most precious possession -- my health. Why have the health professions been so unimaginative, so uncreative, so unresponsive in this area? So, that's a brief insight from a layman's perspective of one model of an "ideal health services system." There can -- and should -- be many others, to provide primary care to diverse client groups in varied settings and to provide public health services to focused populations at risk. At the Foundation, we are not in the business of prescribing models; and we hope many creative ideas will arise out of the new initiative. So, that's as far as I will go today as a layman. As experts, you will give further consideration relating to various levels of public health services and to the support strategies of sophisticated communication technology and the rich resources of research institutions and academic health centers. With the range and sophistication of information technology that is available, public health practitioners in even the most remote locations can be in touch with colleagues for consultation and counsel on a continuing basis. You will think of people and the range of their needs, and loosen your grip on the technology that strengthens the confidence of professionals only, but with little benefit for members of the public. As a layman surveying the health scene today -- both in education and in practice -- I see the "bits and pieces" as superb. By "bits and pieces" �8 I refer to our professional schools, in public health, medicine, nursing, dentistry, pharmacy, administration, allied health, all the rest; the professions, with dedicated and competent individuals and effective associations; the various practice settings, including solo and group offices, clinics, hospitals, research and teaching centers. All superb; without question, the finest in the world. But I have the uneasy feeling that too little thought and effort have been given to rationalizing the whole, with an objective of serving maximally the interests of the total community. major failing of our public health system. And this perhaps is the In the one profession that is charged with setting our national directions for health policy, we have only mixed signals and half-considered mewlings. The "total system" (this phrase sounds tidier, more prescribed and restrictive than intended or possible) with multiple alternatives and pluralism in every sense -- should be particularly sensitive to the public it serves and by which it is sustained, subjugating the more selfish interests of professions and institutions to the higher purpose. We lack a "grand design" or a series of grand designs which bring together in most effective ways the expertise of the various health professions, and networking more efficiently the resources of the health care institutions of our society. Wisely done, building on the terrific strengths of the day but responding objectively and sensitively to the demand and unmet needs of the public, the result surely will be far greater than the simple sum of the parts of which it is comprised. It goes without saying, surely, that this core public health function should occur not only at the macro level -- global and national in cities and counties and communities throughout the country. but As public health educators and practitioners it is your challenge to fulfill such a vision and goal. It is not enough to be simply an educator in health administration or specialist in environmental health services. You must see the larger picture, with its strengths and shortcomings, and move relentlessly toward the realization of the better situation. Universities, of which the schools of the health professions are a part, have a special responsibility. They are the knowledge reservoirs of our society, established and sustained to preserve, create, and transmit knowledge. An unending challenge is that of �9 mobilizing these knowledge resources in ever more effective ways to deal with the concerns of society. While there is much in the health scene in this country of which you can be justifiably proud, there is still much "unfinished business." Hopefully the health professions -- with you in public health in the vanguard -- will provide aggressive and imaginative leadership in addressing issues of concern, lest the responsibility fall by default to those less able. III Recent health programming of the W. K. Kellogg Foundation focuses on community-based health services, as you have heard from our health program team over the past few months. Since 1987 more than 75 projects have been funded by the Foundation as models for community-based, problem-focused hea~th services. Let me tell you about three of them. First, there is the project that you know already -- conducted for and by the residents of an Atlanta public housing project. You have heard Avery and her team talk of trying to piece together the fragmented lives of adolescents, putting the focus on their self-esteem by tying the threads of desperate interventions together -- drug education, sex education, AIDS education, pregnancy counseling, job training literacy tutoring, and more. Shouldn't public health education be rolling up its sleeves and going to work on preparing health professionals to shoulder their part of the burden? In another instance, one group from a health professions school is being funded to address the basic health and human service needs of masses of isolated urban immigrants. There they deal with language barriers, illiteracy, and tropical diseases, to name a few. The group's tether to their school and to the other health professions' schools of its institution is thin indeed. Hopefully, public health students will attain valued educational experiences in this program. Yet, the support so far from the parent institution is "long distance encouragement." Like big ships, academic health centers change their course ever so slowly. �10 And a third example, although I could go on and on, is that of a comprehensive program for young black males to teach high school graduates to read, to improve the nutritional status of young blacks, to provide basic health services, to help them find jobs, and in the words of the project's director, "to turn them away from their syndrome of self-hate." These are but a few examples, and as I mentioned earlier, there are many more from our projects comprising our primary health strategy. are four supporting strategies in our health program as well. There They are: informing poli cymakers, information technology, leadership development, and the one that is the focus of this initiative, health professions education. Health professions education is critical of course. If our support of these specific community-based, problem-focused projects is to lead to wider and system-wide impact, we must involve professions education, and public health is one of the critical elements in such a venture. We emphasize community-based health services. As public health professionals, you understand the issues of primary health care and of population medicine, so there is no need to comprehensively address this topic. We are asked so often what we mean by community-based services, probably because it means so many things that it means so little. I am not going to help with the definitional problem, but I would like to reflect on a few things that are important from my layman's perspective -- and I suspect to most people as well. It may be appropriate to begin with a problem identified in the writing of Herodotus some 2400 years ago. The Greek historian perceived a discontinuity of care in his native land, and he lamented, "Each physician treateth one part and not more. And everywhere is full of physicians; for some profess themselves physicians of the eyes, and others the head, others the teeth, and others of the parts of the belly, and others of obscure sicknesses." Herodotus was correct in his view that a discontinuity of care can result from the trend toward overspecialization. Public health services, offered or provided in a fragmented fashion, likewise are �11 difficult to deal with. But the problem goes deeper: often accompanying such specialization is the problem of transfer of information between divisions or branches of the same agency, thereby crippling it as the community's comprehensive resource center in health. Let me use a personal example to illustrate what I mean. My mother, by the time she reached her mid-70s had several different health problems, including cancer and complications from a series of strokes. In the course of her cancer treatment, she was shunted from one specialist to another, from internist to surgeon to radiologist to oncologist, none of whom really took a comprehensive look at her problems in order to assess her overall condition. The internist who diagnosed the problems initially refused to continue as her primary care physician, so the responsibility for continuity rested with the patient and her family, certainly an unsatisfactory assignment by default. We encountered another stumbling block -- a great reluctance, and at times, refusal on the part of several physicians to transfer medical records of the care they gave my mother to other physicians who also were treating her. Consequently, examinations, tests, and procedures were duplicated unnecessarily, at inconvenience, discomfort, and cost. I understand the reasons given, but I do not accept the final result as adequate or defensible. one. There must be better ways. This example is not an isolated Friends and associates have told me similar stories, and you can surely add anecdotes of your own. While my example centers on physicians' behavior, overspecialization and a lack of coordination in care are not problems confined to anyone of the health professions. Specialization, some observers contend, has resulted from the implementation of technology in almost every field, forcing each citizen to deal with an ever-increasing number of providers of service. The specialization of health education and health services is, in many ways, an achievement in which America can be proud. But at the same time, we must manage it so that it does not become an end in and of itself. If such specialization results in frustration and fragmented, incomplete community health services, it needs rethinking and rearranging. This problem should be addressed by all health professional schools, not excluding schools of public health. �12 IV Experts keep telling me that access to health care is a serious problem only for the urban poor and for people in remote rural communities. That simply is not true, if the measure we apply for adequacy goes beyond the most primitive or basic standard. In communities of all types, urban and rural, without regard to economic circumstances, many families have real difficulty in gaining access to satisfactory primary care on a continuing basis. Let me use a true story to illustrate the issue of availability of and access to health care. Not long ago on a visit to a county seat town in southern Michigan, I met with a group of young physicians. I asked them, "If the Mawby family moved to this area, could any of you take us on as new patients?" There was a quick consensus, DOh yes, Russ Mawby, chairman of the Kellogg Foundation, of course we will get you in." "No, no," I said. "Russ Mawby, 'wi t h a wife and three kids, living on 40 acres south of town." Again there was a quick agreement, "None of us is taking any new patients. You'll just have to go to the emergency room at the hospi tal. " I don't believe that is a satisfactory answer to primary care for families; emergency room care should be for emergencies, not serve as a usual point of entry for primary care. As a layman, I have observed that health professionals -- in particularly physicians, but to a degree all health professionals have no problems gaining access to the health care system. If their child or mother or good friend needs to see a doctor, even a specialist who is booked six months in advance, there is no problem of access. I �13 suspect this may be a fringe benefit which also extends to you as public health educators and practitioners. But don't let this lull you into a belief that this is therefore no problem for the rest of us, regardless of geographic, cultural, or economic circumstance. Innovative approaches to encouraging physicians, nurses, dentists, and other health professionals to practice together more efficiently and effectively, including the provision of care in underserved areas and to unreached clientele, must continue to be developed and supported by public health officials so that all people, whether they be affluent or poor, and whether they live in the city or the country, have access to quality health services. Public health all too often functions as an island -- distant from the practice arrangements and practice anomalies of the licensed caregivers, never acknowledging that its own disassociation is but another part of the problem. v Notice -- I said quality health services basic concern of all. certainly a persistent and In recent years, not just in the practice of medicine, quality increasingly has come to be defined in terms of the application of high technology. We pride ourselves on making use of the latest equipment, procedures , and systems whether in medicine, public health, the auto industry, or communications. In the health field this emphasis on technology can contribute to a failure to recognize that actual public health services may be just as good or better in the small, modestly equipped facilities. Universities have taken the lead in applying high technology to health professions practice (as well they should) but they must not rush so far ahead that they forget the human dimension the public's perception of quality, which often hinges on how people are treated, individuals and families, not just the health problem. Despite statements by individual faculty members that they recognize this citizen-receiver perception of quality, as contrasted with the professional's perception, most observers are unable to note much evidence of that recognition. �14 If you or I were to have a coronary today, our spouse would not walk into the hospital and ask, "What's the average length of stay?" But that yardstick has been too much a primary measure of "quality" in facili ty reviews. in pain? him?" Instead, a loved one is likely to ask, "Is he or she Is he being kept comfortable? Is someone with him? May I see Administrators tend not to worry enough about those humanly critical gauges which are so significant both to the patient and the family, and to the patient's ultimate recovery. There is a definite need for educators to give as much consideration to the public's perspective on quality as it gives to health science and research. Many respected authorities have long called for increased attention to the humanities and social sciences as a means for instilling humane concerns for the human condition in the education and training of public health professionals. In the new initiative, I hope steps are included to make this dimension central to all health professions education. VI My closing thought would be a return to my first observations: 1) While there is much in our health care system in this country about which we can be proud and while in fact, it is unequaled in the world, improvement is possible; there are shortcomings which need to be imaginatively addressed; and 2) as public health educators and practitioners, you will visibly shape tomorrow. What will the new public models be like? I don't know the details and it's not the Kellogg Foundation's style to shape those details. Someone said that the trouble with predictions is that they deal with the future, but undaunted I will turn on my future scope to 20 years hence. I can see the outlines of a vision. The vision is of a community that is mobilized and empowered by its citizens to engage in an effort to improve the health and well-being of all those who live within that community. Ordinary people are engaged in collective action through schools, worksites, churches, civic organizations, or political action groups, to address the problems which �15 surround them. For health concerns they are linked in partnership with administrators from the local hospital, leaders of the professions (medicine, nursing, dentistry) and in particular with staff from the local health department. These public health professionals are knowledgeable not only about traditional public health issues (things like contagion control, health promotion/disease prevention, occupational safety, human nutrition, and the like) but also in the process of community organization and human development. Both groups citizen leaders and health professionals -- work together, collaboratively, to address the issues that threaten community health always with an ear to the priorities and special cultural approaches that make most sense to the people who encounter the problems on a continuing basis. In my vision I see something more ... a health department that is so good at its business of building the community and promoting its health interests, that it also is the site where future public health professionals are educated and trained. Students learn in depth about rabies and animal control by walking the streets with health department staff. Students make home visits with public health nurses, and they plan and design a public relations campaign against smoking and drugs with real experts in the communications field. Most particularly, they become knowledgeable about community "affairs and citizen action by working side-by-side with neighborhood leaders, men and women who are committed to improving the lives of people outside their own family or personal acquaintances. In this cauldron of work and learning, the issues of equity and social justice are not just phrases in a course in philosophy, but they are basic tools that are inherent in a profession that is committed to improving the lives of people. I know -- and you know -- that our society will not permit the present state of affairs in health care to last forever, and the pressures are growing upon you as policymakers to find solutions; more people have needs to be served, and the costs are increasing at a rate well above inflation. What elected officials seek are solutions that they can support and implement. They need public health and community leaders to shift from being part of the problem to being part of the solution. We hope that the Kellogg initiative will give some of you the opportunity �16 to create and implement such solutions. We -- elected officials and policymakers, city folk, rural folk, the underserved poor, the upper middle class, the young and the elderly, me and my family -- are all counting on you. In most areas of human concern "we know better than we do." Certainly this is true in your chosen field of concentration, the education and practice of professionals in public health. For in fact, a great deal more is known about what good health could be and should be than is generally put to use. The unending challenge to you is to move reality closer to the vision of that which ought to be. I wish you gods peed and look forward to that day in the future when we celebrate together your achievements. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1992-03-24_RMawby_SPE Title A name given to the resource Russell Mawby speech, Community-Based Public Health Initiative Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 24, 1992 for the W. K. Kellogg Foundation at the last seminar for the W. K. Kellogg Foundation's Community-Based Health Initiative. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1992-03-24 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/39b9ed6b158ae934a0493ad3fcfb75fa.pdf 2a6e58cfdffb8b184b3d8d3231d8456a PDF Text Text /1 II 4 " "COMPARED TO WHAT?" Remarks by Dr. Russell G. Mawby, Vice President, W. K. Kellogg Foundation, at the 22nd Annual Meeting of the National Association of Extension 4-H Agents Michigan State University November 11, 1968 I. Thank you for the privi lege of participating in this annual meeting of your professional association. As you know, 4-H means a great deal to me, both personally and professionally. 4-H became a part of my life thirty years ago as a member of the Peach Grove Rustlers 4-H Club in Kent County and was a stimulating and rewarding chapter of my professional career during 8 1/2 years as Assistant Director of the Michigan Cooperative Extension Service, responsible for 4-H and youth development programs; now I am a local 4-H Club leader in Barry County. One of the most pleasant and gratifying aspects of my days as a 4-H professional was the continuing association with you and your 4-H Agent colleagues. I have missed this since leaving the University, and I welcome this opportunity to meet with you today. When Jerry Malosh called early this year to extend this invitation on behalf of your Association, it seemed a wonderful idea to say~. But as the day drew near and I began to organize my thoughts for this occasion, I became less and less certain that I could make a useful contri"oution to your professional deliberations. These are fast-changing times; dramatic and exciting things have been happening in 4-H circles; it's been four years since I traded my academic robes for a Foundation garment, and I began to suspect that I was very much out of touch with the issues which concern your profession. Therefore, thanks to the helpfulness of our Chairman this morning, Ed Poole, I met about two months ago with a group of Michigan 4-H Agents for an informal disc us s i on of curr ent topics of concern. I must �o b se r v equ i t . ec a n d i d l yth a tt h eag end aw h i c ht h e ysugg e s t e di sv e r ymu ch th e sam ea st h a twh i ch I h ad t e n t a t i v e l yd ev e loped b a s edupon my e x p e r i e n c e so f so m eye a r sago : ( a )t h e4 -H p o s i t i o ni nExt e n s i o na sa p r o f e s s i o n a lc a r e e r ; ( b )t h eb roade r con c ep to fanE x ten s ion y o u t h a g e n tp o s i t i o n ;( c )t h e4 -H s i on a lr o l e : p ro fp .s ~ a a l e a d e rv s .p r og r am m e cha n i c ; (d )thp .u s eo f t e chn i c a la i d e sandp r og r am a s s i s t a n t s ;( e )p ro fess iona lp r e pa r a t i o nand pr o f e s s i o n a lim p rov em en t ; and ( f )t h ek ind so fi s s u e sr e f l e c t e di nt h es i x sem in a rs e s s i o n sw h i c ha re a l a t e rpa r to ft h isp r o f e s s i o n a lme e t i n g : l e a d e r t r a i u i ng anddev e lopm en t ,u n d e r s tand i n g yo u t h , wor k i n gw i th d i sadvan t a g ed u r ban you th ,d i agn o s i n g an dp rog r amm ing f o rp rob lem s, r e l a t i o n s h i p sw i t h s c h o o l s , andm an ag em en t p r i n c i p l e s . I suppo s et h e r eshou ldb e som ecom fo r tf o rm ei nt h i sr e v e l at i o nt h a t n o ta ll p r o b l e m si n4 -H w e r eimm ed i a t e lyr e s o l v e ds imp lyby t h ef a c to fmy r t u r ef romt h ep r o f ess i o n a ls c e n e . Mo r e se rious ly , i t i ssom ewh a t depa ~ s a t h a tt h ep r o b l e m s ap p e a rt ob e so m uchth es am ea f t e rt h i s p ass ag eo ft im eandt h a tsol i t t l e p r o g r e s sa p p a r e n t l yh a sb e enm ad e i nsom e v e r yc r i t i c a la r e a s . I I . Th et o p i cf o rmyr ema r k st h i smo rn ing i s"COMPARED TO WHAT? " Mo s to f you know L au re lSa b r o s ky , by n am ef r o mh e rr e s e a r c hw r i t i n g s abou t4 -H i f n o t i np e r s o n . L a u r e l , nowr e t i r e df o ra num b er o fy e a r s ,w a s an i n f l u e n t i a l re s e a r c h e rand co n s u lta n tw i t ht h eD iv isi o no fE x t e n s i o nR e s e a r ch andT r a i n i ng ede r a lEx t ens i on S e rv ice . I fou nd he rt ob ea m o s ts t i m u l a t i n g and o fthe F va l u e d coun se l o ri nev a l u a t i n g4 Hp rogr a m s andp l a n n i n gf o rt h ef u t u r e . We had o c c a s i o nt om ee t o f t e n ,i nM i ch ig a n and e l s ew h e r e ; andw ed ev e lop ed a p a t t e r no fg r e e t i n gb a s e dupon h e rd ed i ca t i o nt ot h econ c ep to fe v a l u a t i o n . H e rg ree ting: "How ' syou rw i f e ? " My r e j o i n d e r : "Comp a r edt owh a t ? " Th i s m o rn ing w et u r nou ra t t e n t i o nt ot h equ e s t i o n , "How ' s4 -H7 " "C o mp a r ed t owh at ' i ' ' ' �We m igh t e x p l o r et h e s eq u e s t i o n sf romv a r i o u sv an t ag ep o i n t s . F i r s t ,f o r eX f f i i lp l e , w em igh t ~a 4 -H t o d a yw i t h wh a ti th a sb e en i nt h ep a s t . Ov e r mo r et h a nh a l fa c e n t u r y ,4 -H h a sd ev e lop ed a t r em endou sr e p u t a t i o ni nt h e Un i t ed S t a t e s and i n t e r n a t i o n a l l y .A s youw e l l know ,4 -H -t h e nBoy s and G i r l sC lub Wo rk -b eg an a tt h et u r no ft h ec e n t u r yi nr e s p o n s et ot h en e ed s o fr u r a ly o u n g s t e r s . I n i t i a t e dby c r e a t i v er u r a ls c h o o lt e a c h e r st op r o v i d e e d u c a t i o n a le x p e r i e n c e st ocomp l em en tt h efo rm a ls c h o o lwo rk o ft h ec l a s s room ,4 -H a tt h a tt im ew a sp i o n e e r i n gando u t f r o n te d u c a t i o n a J J y . Emph a s i s w a s on t h ei n d i v i d u a lp r o j e c t and " l e a r n i n gby d o i n g , "r e l a t i n gt h ewo rk o ft h ec l a s s roomt ot h er e a l i t i e so fev e ryd ayl i v i n g . I n1919 , ag roup o f p i u n e e r i n gc l u bp r o f e s s i o n a l sm e t i nS t . Lou i st oc h a r tt h ef u t u r eo fBoy s andG i r l sC lub Wo rk a tt h eendo fWo r ld W a r I .A t t h a tt im e ,twon ew e d u c a t i o n a lf e a t u r e sw e r ei i l c o r p o r a t e di n t ot h e4 -H c o n c e p t : t h ei d e ao f t h eC lub ,w i t ho p p o r t u n i t i e sf o rg roup a c t i o n ,l e a d e r s h i pr e s p o n s i b i l i t i e s , e x p e r i e n c e si ng roup dyn am i c s ; andt h ei d e ao ft h ev o l u n t e e ra d u l tl e a d e r , t op r o v i d ea d d i t i o n a ll e a d e r s h i pr e s o u r c e sandt op r o v i d ec o n t i n u i t yi n c l u be x p e r i e n c e sanda c t i v i t i e sd u r i n gt h esumm e rmon th s wh en r u r a ls c h o o l t e a c h e r sw e r en o ta v a i l a b l e . S in c et h o s etwoi n n o v a t i o n sa h a l fc e n t u r yago ,t h e r eh a sb e en c o n t i n u i n g r e f i n em e n to fa l le d u c a t i o n a le l em en t si nt h e4 -H C lub p rog r am ; andt o d a yw e wou ld h av et od e s c r i b e4 -H a sav e r ys o p h i s t i c a t e d ,i n f o rm a le d u c a t i o n a l p rog r am . I na d d i t i o n ,t h e r eh av eb e enm any i n n o v a t i o n s ,d ev e lop ed e x p e r i rn en t a l lyi ncommun i t i e s ,c o u n t i e s , and s t a t e s . I n t e r e s t i n g l y ,how ev e r ,f ew , i fany ,o ft h e s ei n n o v a t i o n sh av eb e en g e n e r a l l yenougha c c e p t e dt ocom et o ch a r a c ' te r Lze 4 -H C lub wo rk n a t i o n a l l y , andt h eb a s i ci n g r e d i e n t si nt h e4 -H e x p e r i e n c et o d a ya r ev i r t u a l l yt h es am ea st h e yw e r ef i f t yy e a r s ago . I wond e r Why ? �L1 h i sbook , a~ . JohnG a rdn e ro b s e r v e s : "W h e no r g a n i z a t i o n s and s o c i e t i e sa r eyoung ,t h e ya r ef l e x i b l e ,f l u i d ,n o ty e tp a r a l y z e dby T ig idsp e cLa .L iaa t .Lon a ndw i l l i n gt ot r yany t .hi . n gon c e . A st h eor g a n i z a t i o n o rs 0 c i e t yag e s ,v i t a l i t yd imi n i s h e s ,f l e x i b i l i t yg i v e sw a yt or i g i d i t y , cTp . a ti v i t yf a d e s ,andt h e r ei sl o s so fc a p a c i t yt om e e t c h a l l e n g e sf rom un exp e c t ed d i r e c t i o n s . " H et h e na d d r e s s e sh im s e l ft ot h ep rob l emo ft h e i n d i v i d u a landt h ei n n o v a t i v es o c i e t yi na mo s t r e f r e s h i n gw ay . Ic omm e nd t h i sbook t oyou . In exp lo ringf u r t h e rou r que s t i o n s , "How ' s4 -H ? " "Comp a r ed t oWh a t ? " , w e mi g h tn ex t comp a r e4 -H t oot h e ryou th p r o g r a m so f s im i l a rpu rpo se . I do no t th ink t h iswou ld be pa r ticul a rly he l p fu l anda g reew i t ht h ead a g et h a t " com p a r i s o n sa r eo d i o u s ! " On th i sp o i n t ,s u f f i c ei t tos ayt h a t ad i s t 5n c t i v ene s so fth e4 -Hp rog r am e d u c a t i o n a l l ys e e m st ob er e p r e s e n te d by t h e comb in a t i o no fe x p e r i e n c e swh i c ha re a v a i l a b l et ot h e4 -Hpa rtic ip an t;fo r wh ile w e cou ldf i n dex amp l e so f ev er yed ucat i o n al ing r e di e n to f4 -Hre p li c a t e d t h e ryou thp rog r am s , non ep rov ide st h er i c h n e s sand v a r i e t ywh i c h4 -H in o of f e r s . M o s timp o r t a n t , how ev e r ,t h er e a l l yd is tin c tivee l em en ti n4 . -H ,a s al l o fu s mu s tb ep r o f e s s i o n a l l yaw a r e ,i st h a tp r o f e s s i o n a l si n4 -H C lub wo rk a r ef a c u l t ym em b e r s o fu n i v e r s i t i e s andt h a t ,i nt h e o r ya tl e a s t ,t h e know l edg er e s o u r c e so f ~ ~ s s a r ea v a i l a b l et ot h e4 -H C lub p rog r am . h i r ds t a n c ei np u r s u i n g ou rt o p i cm igh tb e "H ow ' s4 -H c om pa r ed to Ou rt . i t ss t a t e do b j e c t i v e s ? " Th is ,o fc o u r s e ,i st h er e a lt e s tand t h eon eW h i ch co n f r o n t s and o c cup i e s you ra t ten tionc o n t i n u a l l y . Wh i leit i st em p t i n gt o choo s et h i sav enu ef o rt h eba l a n c eo fou rd e l i b e r a t i o n st o g e t h e r ,I r e c o g ni z et h a tt h i smu s t b e a fo cu so fyou rp r o f e s s io n a le f f o r ta ta l lt im e sand i ssom ewh a tmo r e con c e rn edw i t ht h es t a t u sq uo t h a nt h ef u t -n r e . T h e r e f o re , �s t r i v i ng t ob ef u t u r i s t i ct h i sm o rn ing ,I h av ee l e ct e dt oexp lor e"How 's 4 -H : C om pa red t oWh a t ? " i nt e rm so ft h en e ed so fi n d i v i 1 u a l sandso c i e t y , a sw e know th emt o d ayand an tic i p a te th emt o mo r row ;t oc o n s i d e r ,i f you w j, l l ,t h ep o te n t i a lo fyou rp r o f e s s i o nan dp r og r am i nr e l a t i o nt ot h e sl g n i f i c a n ti s s u e sc o n f r o n t i n g ou rs o c i e t yt o d a y . Th et h em ef o ryou rm ee t i n gi st im e l y ,c h a l l e n g i n g , de s c r i p t i v e : "F rom n tt oA c t i o n . " C e r t a i n l y anyone whoknow s you rp r o f e ss i o na s I do Comm i tme at 4 -H p ro fe ss ion a ls a reindeed d edica ted,s i n c e r e ,co mm it t e d . recogn izesth A nd i fan y t h i ngis d e sc r i p t i v eo f4 -H p r o f e s s i o n a l s as t h eyope r at ed a y by da y ,i ti sth ewo rd "a ct i o n ." r eh a ve been m any d ef i ni t ion so ft h ete rm " p r o f e ss i o n a l . " F rom The v ar i e ds o u r c e sI h av ed r awn c e r t a i nph : c a se swh i ch I f i n dh e l p f u li ncon s i d er i n gt h ep r of e ss io n al ro l e : (1 )pr o f es s i o n a l sc i e a l mo r ew i t hp e o p l e t h anw i t ht h i n g s ;( 2 )p rof e s s io n als a re m o r e con c e rn ed w i t ht h ep u b l i c in te r es t thanw i th s e l f l i m it e dp r i v a t ei n t e r e s t s ;(3 )i np r o f e s s i o n a l i sm , so m e th ing moretha .nte e h n i Cj,u ei se mpha s i z e d ; (4 )as a p r o f e s s i o n a l ,t h e i n d i v i d u a lmu s t b ea se x p e r ta sh ec anb ei nh i sf i e l d ,bu t p1 'o f e s s i o n a l i sm is m o ret h a ns p e c i a l i z a t i o n ;andf i n a l l y(5 )a bov ea l l ,p r o f e s s i o n a l i sm i mp l i e s comm i tm en t . Youa re p rof e s s i on a l s ! The r e f o r e ,i nmy r em a r k sI a s sum eth a t you a rew e l lr e a d ,upto d ate ,know led g ea b l ei nt h ed i s c i p l i n e s and f i e l d s o f s t u d yr e l a t i n gt oEx te n s i o nyou thwo rk . t h edev e lop m e n t a lt a s k so fy o u t h ,f o r Th e r ei sno n e ed t or e v i ewh e r e a ~ a sd e s c r i b e dby H av ighu r s t ando t h e r s . R a t h e r , Iw i l l su rv eyt h es c en eb r o a d l yands y n t h e s i z e so m e i d e a swh i ch I hop em ay b eu s e f u lt oyou i nyou rp r o f e s s i o n a lr e s p o n s i b i l i t i e s . �I I I . A sa p o i n to fd e p a r t u r ei nou rd e l i b e r a t i o n s ,l e t ' sr em indo u r s e l v e so f c e r t a i no b s e r v a t i o n swh i ch m ay b e obv iou sb u twh i ch som e t im e sa r eov e r look ed o rf o r g o t t e n . F i r s t , ou r young p eop l et o d a yr e p r e s e n tt h eg r e a t e s t" n e x tg e n e r a t i o n " h i s t o r yh a s ev e rknown : W h e n com p a r e dw i t hp c i o rg e n e r a t i o n s , ou ry o u t h f u l g e n e r a t i o ni sb r i . g h t e r ;b e t t e re d u c a t e d ;h e a l t h i e r ; mo r -e h i g h l ym o t i v a t e d ; m o re con c e rn ed ,w i t h ag r e a t e rs eu s eo fs o c i a lc o u s c i e n c et h a nev e rb e f o r e . M a s s m ed i a ando t h e ri n f l u e n c e sa r ep ron et od i s t o r tt h i sby f o c u s i n gon ug l t h e" ew , "andw en e ed t ok e ep t h et r u ep i c t u r ei nf o c u s . yf S e cond ,a tt h es am et im e ,t h ey o u t hr o l ei nou rs o c i e t yh a sb e com e v agu e ,i d d e f i n i t e ,u n c e r t a i n ,c o n f u s e d . I na s i g n i f i c a n ts e n s e ,young p e o p l e i nou rs o c i e t ya r e" i nl im b o . "W e ' r e aw a r eo fv a r i o u sf a c e t so ft h i s s i t u a t i o n t h ech ang ei nt h ee conom i cs t a t u so fa d o l e s c e n t s ,t h el e n g t h e n i n g o ft h es c h o o lp e r i o dsot h a tt h enwnb e ro f" u n p r o d u c t i v ey e a r s "( f romt h e s t a n d p o i n to ft h ei n d i v i d u a l )i si n c r e a s e d ,t h ev a r i o u si n f J u e n c e so fso c i e t .y wh i ch p r o l o n gt h ea d o l e s c e n ty e a r s ,t h ew ay s i nwh i ch w ek e ep th emc h i l d i s h andt h e nwond e r why t h e yb eh av el i k ek i d s b u tw ef a i lt or e c o g n i z et h e p e n e t r a t i n gi n f l u e n c e sand im p l i c a t i o n so ft h i sc i r c um s t a n c e . Thi r d ,t h e r ei sa t em p t a t i o nand a t end en cyt og e n e r a l i z eand l a b e l , t oc a t e g o r i z eyoung p e o p l ei nv a r i o u sc l a s s i f i c a t i o n s : t h eg i f t e d ,t h e e x c e p t i o n a l ,t h eu r b a n ,t h ed i s a d v a n t a g ed , youc ango on . Wh i l e w ea r e i n c l i n e dt odo t h i s ,w eknow t h a ti tc a n ' tb e don e . I amen cou r ag edby wh a t I' reg a rda sc o n v i n c i n gev id en c et h a to u rs o c i e t yi sb e com ing i n c r e a s i n g l y con c e rn edf o rt h ei n d i v i d u a l . We c an s e et h i si nfo rm a le d u c a t i o n ,i n p rog r am sl i k e4 -H , ins o c i a lw e l f a r ea g e n c i e s ,i nr em e d i a land r e h a b i l i t a t i v e e f f o r t s . A con c e rnf o ri n d i v i d u a l i t yi sind e edd i f f i c u l tt oimp l em en t ,bu t t h ef i r s ts t e pi sa comm i tm en tt ot h ec o n c e p t . �Fou r t .n,i n c r e a s i ngl yp r o f ess i o n a l si neduc a t .L on,w he t h e rfo rm a lo r Lnf 'o rm s .L ,a r eb egL n r r lng t ore cogu iz eth e hum a nd ev e lopme n t a lp r o c e s sa s , j u s t tha t,w i t h o u td i s c r e e t comp a r tm en t s . Th e r ei sno n e ed t ob e l a b o rt h i s poar rt w i t h you s i n c e4 ··-HC lub Wo rk ge n e r a l l ycanb er e g a r d e da s on eo ft h e b es texam p l .e so ft .h ep r a c t i c a limp l e m en t a t i o no ft h e s ep rinc ip les. ld d i r e c tyou ra tten tion , how ev e r , toa s li g ht l yd iffe ren tr am i Iwou f 'Lca r . Lon o ft h i spoi r r tw i th t h equestion, "Wh a t ' st h e you t h se gm en to f Ex t . ena i .oo? " I ' l l no t an sw e r ,b u t Iwou ld c au t i o nt h a ta s ap r o f e s s i o n a lyou c anno tpe rm i tyou r se l fthel u x u r yo f say ing " t h a t ' sno t ou r re s p o n s i b i l i t y be cau s ew e ' r e con c e rn edo n l yf o rt h ey e a r sb e tw e en t h en i n t handt h e n in e tee n t hb i l . · thd ay s." If you a retru ly con c e rnedw i t h you th d e v e lopm en t , you hav e tob e con c e rn edw i t h th ey e a r sbo th be fo re and a f t e r . F in a .l l y ,i t s e ems w e l lt ore m ind o u r s e l v e so ft h ed i f f e r e n c eo rd i s c r e p an cy i nou rs o c i e t yb e tw e en p rob l em s ands o l u t i o n s . Mo s t o ft h ep rob l em s w ! li c hcon c e rnu sa r egen era l,un spe c i a l i z e d ,l i n k e dt o ge t h e r ,i n t e rd ep en d e n t . T o qu ick ly c i t eexamp l e s , w em igh tm en tionp rob l em so fa ir pol l u t i o n ,c i v i l r i gh t s ,yout hd ev e lopm e nt ,u r b an g h e t t o s . Bu t w h i lethe s ep rob lem sa r e gen era l and in te rde p enden t, t h es o l u t i o n swhi c hs o c i e t yc o n t r i v e su s u a l l y a r es p e c i f i c ,unr e l a t e d ,d e t ache d ,d i s c r e e t , ov e rL applng . I fyouw i l lt h i n k b a ck t ot h ep rob l em s Ij u s tc i t e d ,youw i l lr e c o g n i z et h ev a l i d i t yo ft h i s poi n t andt h ep rob l ems . e rpe tra tedt h e r e b y . IV . Now l e tu sl o o ka tsom eo ft h ei s s u e swh i ch s e emt ob ec r -L tic e .Lf ' r o rn t h e s t an dpo in tb o t ho ft h ei n d i v i d u a lando fs o c i e t y . AP r e s i d e n to ft h eU I1 it ed . S ta te s, sp e ak ingo ft h ed em and so fch ang e ,s t a t e d . , "Th e dogm a so ft h eq u i e t p a s ta r ei n a d equ a t et ot h es t o r my p r e s e n t. . . a s ou rc a s ei sn ew , so m us t w et .hink an ew and a c tan ew . " T ha tP re s i d e n tw a s Ab rah am L inco ln sp e ak i .n gi n 18 6 2 . �To h a r kb a ck~ 4 · -H w a ss t a r t e da tt h et .u rno fth ec e n t u r yt om e e t s p e c i f i c n eed ao fyou th and s o c i e t y . A tt h a tt im e ~ B o y s andG i r l sC lub wo rk w a s o u t f ' r -o r r te d u c a t i o n a l l y~ d e a l i n gw i t h con c e rn sc re st i n gt h e n . A sp r o f e s s i o n a l s~ ch e qu es ' c i . o nc o n f r o n t lu gu sn ow~ o fcou r ' a e~ i s"W h a ta r et h ei s s u e sc r e s t i n g t .od ay ? " My o b s e r v a t i o n sw i l lb eb o t hi nt e rm so ft h ei n d i v i d u a lando fs o c i e t y I ' 1 1 om . i ts om eo ft h eobv iou si s s u e sw i t h wh .L cn you a s4 -H a s a who l e . p io f ' e ssion a .L sa r eg r a p p l i n g~ no tb e c au s et h e y Ir eun impo r t an t' b u tb e c au s e t h e ya l r e a d yh av e you ra t t e n t i o n t h eemph a s i so ns ~ o np rog r am si n u r b an comn run . it Les, o nr e a c h i n gt h edisadva r r ta g ed, o ni n v o l v i n gboy s ,o n r e c r u i t i n gand b e t t e rp r e p a r i n ga d u l tl e a d e r s . Ih av e no ta t t em p t e dt o r a n kt h e s ei t em s ,t h el i s t i n gi sno t ~ hop e fU l lyyou w i l l addt o ; bu t I dof e e lt h e s et h o u g h t sh av er e l e v a n c ea sw e looktot h ec h a l l e n g e s Ex t en s ion t o d a y . ~ 1 . W e s e ei nc u r -s o c i e t ya g row ing con c e rnf o rt h em ann e r o fl i v i n go r t h e~ a y o fl i f ea sc o n t r a s t e dw i t ht h eo l d e r con c ep to fs t a n d a r d o fl i v i n g .W e ' r e a s k i n go u r s e l v e si nt h eUn i t ed a s~ "Wh i l ei t ' s t r u et h a tw eh av et h eh i g h e s ts t a n d a r do fl i v i n gi nt h ew o r l d ,d ow e av et h e' b e s tl i f ei nt h ecomp l e t eh um a ns en s e ? " L ' e8 , l ly h Of' .; A sw e looka tl i f ei nr u r a lAm e r i c at o d a y ,w er e c o g n i z et h eh a r s h r e a l i t i e so ft h e" r u r a lmy th .11 W e 'r ew e l l aw a r eo fs o c i e t y ' scon c e rn f o rt h eimpov e r i sh ed ,t h ed i s e n f r a n c h i s e d ,t h ed i s a d v a n t a g e d ;b u tw e : c e cogn i z ea l s ot h a td e p r i v a t i o ni sno tn e c e s s a r i l ya c o r o l l a r yo f p o v e r t y . M a n yr u r a lAm e r i c an s , f o rex amp l e ,l i v i n gi ni s o l a t e d commun i t i e s ,d o no th av et h eadv an t ag e so f~ h e a l t h a ~ ~ a y a y s c h o o l i n g ,~ a y s o c i a landp r o t e c t i v es e r v i c e s ,c u l t u r a loppo r - t u n i t i e s ,no tb e c au s eo fe conom i cp ove r t yp e rs eb u tb e c a u s eo ft h p . " so c ia . l ,c o s to f sp a c e .II �2 . Th e r ei sa sw e l l i n gcon c e rnf o rt h equa l i t yo fth eenv i ronm en ti n wh i ch w e1 i V8 . I nh i sn ew'cook ~~ So R i ch A s. ' f c :m G eo rg e ~ S t ew a r to b s e r v e s : "Wh enso m e fu tUY eh i s t o r i a ns i t sdown t osumm a r i z e vh a tt .h ep r e s e n t gen er -a tion o fAm e r i c an sh a sa c comp l i sh ed ,h i sc l im a c t i c se r r te n ce cou ldr e a d : 'O ft h ew a t e r s ,t h e ym ad ea c e s s p o o l ;o ft h ea i r , ad e p o s i t o r yo fp o i s o n s , ando ft h egood e a r t hitse lf, ad .ump . . ., I I A sw eth ink o ft h eq n a l it yo ft h eenv i ronm e n t ,w ea r econ c e rn e r'l w i th a i r ,w a te r s ,s t r e am s ,l a k e s ,b e a u t y ,h o u s i n g , cO IDD lun i t i8 s ,s p a c e . We a r econ c e r -n edw i t hu rb an and .c o u n t r y s i d ed ev e lopm en t . W e ' r e a s k i n gi fi ti sn e c e s s a r yf o rp e o p l e ,a d u l t sandy o u t ha l i k e ,i n e v i t a b l yt ot r u d g ef romc o u n t r y s i d et otownf o re conom i co p p o r t u n i t ie s ? A nd th in i< . in go ft h eL mpL f . c a t .Lon so ft h i scon c e rno fs o c i e t yt oE x t e n s i o n you tn p rog r am s , Iwou ld c a u t i o nt h a tt h ep rob l emi sb i g g e rt h a nr u b b i s h c l e a n u pand " p l a nandp l a n tf o rb e a u t y . " Su ch t a n g i b l ea 8 t i v j t i e s canb e a pa r to ft h ec u r r i c u l umb u ta b a s i c pu r po se mu s t b er e l a t e dt o th ed ev e lopm en to fa t t i t u d e s ,c o n v i c t i o n s , andp h i l o s o phy . 3 . I n c r e a s i n g l y ,ou rs o c i e t yi scon c e rn edf o rt h ep o l i t i c a li n s t i t u t i o n s o f ~a y. A s ou rs o c i e t yh a sb e enb u f f e t e dby t h eon ru sh o fs o c i o - econom ic ch a ng e ,m any o fou rt r a d i t i o n a lpo l i t i c a lu n i t sh av eb e com e d i s f u n c t i o n a land ~ te . A t m an yl e v e l s ,d em o c r a t i cp r o c e s sh a sb e en ..... , .. . : ~ ch a r a ct . e r -L zedby c i t i z e na p a t h yr a t h e rt h a nc i t i z e np a r t i c i p a t i o n . Wh i l e m any wou ld e x p r e s sa con c e rnf o rt h e exp and ingr o l eo ff e d e r a lg o v e r n me n t ,i no b j e c t i v ea n a l y s i si ts e em sapp a re n tt h a . tt h ef e d e r a l ~ h a s exp and ed i nd i r e c tp rop o r t i o nt ot h ed eg r e et owh i ch l o c a l ,c o u n t y , and s t a t ep o l i t i c a lu n i t sh av ep rov en t ob e un equ a lo ru n r e s p o n s i v e t ot h et a s k sd em and ed by s o c i e t y . �4 . We a sa p e o p l ea r e . ~ as y con c e rn edf o r ~ i n s t i t u t i o no f t h ef am i l y . I n c r e a s i n g l y ,w er e cogn i . z et h a tt h e"p rob l emp e o p l e "o f ou rs o c i e t y t h es c h o o ld r o p o u t s ,t h ec h r o n i c a l l yun emp loy ed ,j u v e n i l e c i e l i n q u e n t s ,t h o s ep e r e n n i a l l yon w e l f a r e , c r im i n a l sa l ld o t h e r swho tp e rro rmt h ep r o d u c t i v e. co l e se x p e c t e do ft .he rnb ys o c i e t y a r e do no ap r o d u c to fLn ad equ a te hom eand f am i l ys i t u a t i o n s . Wh i l e s o c i e t y h a sd ev e lop edm u l t i p l e andm a s s iv e c o r r e c t i o n a land r e h a b i l i t a t i v e p rog r am s ,w eh av eg e n e r a l l yb e en u n s u c c e s s f u li nov e r com ing t h e e f f e c t so ft h eu n c i e s i r a b l ei n f l u e n c e so fhom e and f am i l yi nt h ee a r l y y e a r s . I ns t r e s s i n gt h eimpo r t an c eo ft h ef am i l y ,w e , o fc o u r s e , mu s t b e aw a r eo ft h ech ang ingr o l eo ft h ef am i lyi nou rs o c i e t y ,w i t h f ew e rp r e r o g a t i v e sa v a i l a b l et ot h ef am i l yw i th e a chp a s s i n gy e a r . A t t h es am et im e ,a l lev id en c et e l l su st h a tt h ehom e and f am i l yi s i n f l u e n t i a li nt h ef o rm a t i v ee a r l yy e a r so fl i f e . Wh e r e a r eou r young p e o p l et r a i n e d .t ob ee f f e c t i v ehu sb and s andw i v e s , mo th e r s and f a t h e r s ? 5 . We a r ep e r p l e x e dbyt h ep rob l em so fr e l a t i n ged uc a t i o no ft h e s c h o o l st ot h er e a l i t i e so fl i f e .I nt o om any s c h o o l s ,y o u n g s t e r s s t u d ym a th em a t i c s , p h y s i c s ,e a r l yc i v i l i z a t i o n ,gov e rnm en t ,h i s t o r y , s o c i a ls t u d i e si nt i l es te r -LLe a tmo sph e r eo ft h ec l a s s r o om ,w i t hl i t t l e a r . t emp to ro p p o r t u n i t yt or e .L a t . et h e s esub je c t sandd i s c i p l i n e st o l i f ea si ti sl i v e d . I nr e f l e c t i v emom en t s , w e mu s ta c c e p tt h eh a r d f a c tt h a tou re d u c a t i o n a lsy s t emc1 . ev e lop sp e o p l ewho a r e"p r e t tygood t e c h n i c i a n sb u t who a r en o tv e r y good a tf am i l yandcommun i ty l i f e ; y e tt h i sl a t t e ri st h ea r e n ai nwh i ch t h en ex tg e n e r a t i o nw i l lb e r e a l l yt e s t e d ! �Iwou ld emph a s i z et h a tt h e r ei smu ch o fwh i ch w e ~a o ep r oud i i I ou re l em e n t a r yand s e cond a rys c h o o lsy s t emi nt h i s0 o u n t r y , bu ta tt h e sam eb . l i . eI wOu l Ci emph a s i z et h a t w emu s tb r e a kt h e" l o c ks t e p "o ft h e fo rm a lsy s t ema sw eh av ed ev e lop ed i t o rpe rm itted i t t oe v o l v e . ~ . C lub B u l l e t i nN o . 1 ,p u b l i s h e di n1 9 1 ) ,i n c l u d e da s on e ob j e cti v e : " t os t r e n g th ent h es c h o o l sa tt h e i rw e ak e s tp o i n t . " P e rh ap st h a tn e ed i sa g a i n o rs t i l l p e r t i n e n t . 6 . I n c r e a s i n g J y ,w er e c o gl l i z eth en e ed t od ev e Jop a p a t t e r no f li f e l o n gl e a r n i n g ,anda c c e p t a n c eb o t hi np h i l o s o p h yand i n a ~ t h a t e d u c a t i o ni sanun end ingp r o c e s st h r o u ghou tl i f e . Ah i gh s ch o o lo r c o l l e g edip .Lom as imp lyLnd lc a t es t h a tan L IQ lv i d u a lh a sp a s s e da c e r t a In app r enc i c e s h i ps t a g e and i sC lu a l i f i ed t oemb a r kupon a voy ag e o fd i f f e r e n te d u c a t i o n a lopp o r t u n i t i e s anda l t e r n a t i v e s . I ti s unn e ce s s a r yt orem indo u r s e l v e sa sp r o f e s s i o n a l st h a toi l l 'p e r fo rm an c e onth is podn . .mu s t b e ex emp l a ry . Wh a t i syou r pez-sona .L p l a nf o r comp l e t e lyr e f u r b i s h i n gyou r" i n t e l l e c t u a leQu ipm en t " ev e rys ev en y e a r s ? 7 . Young ppop l emu s t b ea f f o r d e do p p o r t u n i t i e st op ar t i c i p a t ei nt h e m a in s t r e am o fl i fe . A d o l e s c e n t si nou rs o c i e t ya r ei s o l a t e df romt h e k ey i s s u e so ft h eday . Wh i l e w ed e p l o r et h e i rl a c ko fe v i d e n t con c e rn and s en s eo fr e s p o n s i b i l i t y ,w es im u l t a n e o u s l ys e tth ema p a r tf romt h e s o c i a lt i d e . Iw i l lu s et h r e eq u o t a t i o n st oi l l u s t r a t et h i sp o i n t . F i r s t ,D r. B . R . S en ,t h e nD i r e c t o rG en e r a lo fFAO , sp e ak inga tt h e YO l l i l g Wo r ld Food andD ev e lopm en t Wo r ld Con f e r en c ei nTo ron to i n S ep t emb e r 1967 : �" I np r e s e n t i n gt oyoumy t h o u g h t son t h einvo lv em en to fy o u t h in d ev e lopm en t wo rk , mo r e paz t .Lcu .La r -Ly i nr u r a ld ev e lopm en t wh i ch i sOUi. ' s p e c i a lc o n c e r n , Is h o u l dl i k et os t r e s st h a tw e mu s t p l a c ea tt h ef o u n d a t i o n so fany l o n g r a n g ep rog r ama d e ep e r und ers t . and i .ngo ft h em o r a l , a e s t h e t i candhum anis cL c u r g e so ft h eyoung e rg e n e r a t i o no ft o d a y . Th e ch ang e si n s o c i a lc l im a t eb rough t abou t by a f f l u e n c e ,t e c h n o l o g yand nu cL e s . rw e apon s on t h eon eh and andhu r ig e r,i n s e c u r i t yadd d e s p a i r on t h eo t h e r ,a : c eh av ing tn eir p ro found Lmp a c t on t h eyou th o ft h em i d tw e n t i e t hc e n t u r y . Th ef e cm en tm a n i f e s t s i t s e l fi nv a r i o u sg e s t u r e so fd e f i a n c e andr e b e l l i o n . We c an no l o n g e ri g n o r et h e s esymp tom so fwh a t app e a r st ob eat r a g i c · a l i e n a t i o no fy o u t h . We mu s t r e a l i z et h a ty o u t ha r eno l o n g e rc o n t e n tt ocon fo rmand f o l l ow , andt h a tt h e ya r ee a g e r t oexp e r im en t andl e a d . We mu s t m ak e s u r e ,t h e r e f o r e ,t h a t a n y t h i n gw ew i sh t odo t oi n t e r e s ty o u t hi nt h i sp r o j e c ti s i nl i n ew i ti lt .h e L r 't h in k inganddo e sn o t app e a ra sl a y i n g downt h elawf o rtH em . " ~ . f roman OEO r e p o r te n t i t l e d , "You thP a r t i c i p a t i o ni nCommun i ty A c t ion : C a l i f o r n i a " (1967 ) : l iTh et e e n a g e rn e ed st oe a r nmon ey andl e a r ni nt h ep r o c e s st h e r e s p o n s i b i l i t i e so f a mon ey -p ay ing j o b . H en e ed st ob em o t i v a t e dt os t a yi ns c h o o l . H en e ed st og a i ne x p e r i e n c ei n wo rk ing p r o d u c t i v e l yw i t hp e o p l e b o t hi n d i v i d u a l sandg r o u p s , t ocommun i c a t ee f f e c t i v e l y . H en e ed st of e e lr e s p o n s i b l ef o r s e l f ,n e ighbo rhood , commun i ty ,s t a t e ,n a t i o n . wo r ld imp rov em en t . �He needs to understand how his community is organized and how t o get acti on for its bettermen t. He ne eds to gain experience in identifying and i n helping s olve ( ommunity problems. He needs to feel a sense of accomplishment in duing so mething of value and being recognjzp.d for it by both his peers and his elders. "If these needs are not met, as we have ample evidence not only in Watts a nd Har lem but a cr os s t h e lana., we will have unh eal thy, disturbed ycut h and. sick, fri ghtened communi ties." linally Dr. Roy W. lVienni nger of the iVlenni nger Foundation speaking in Kan s a s City in August, 1967: "There are surely ways i n which a mar riage of these sociopsycho logical ne eds of our adoles cents and the human needs of our co mmunities can "be made, with inestimable profit f or both . Pe r haps t his process can be begun by the many voluntary service organiz ations devoted to youth. I would hope so, but I am aware that this cannot occur without a simultaneous look--a hard look-- at the artificiality an a. irrelevance, the busy work aDd tr iviality that all too many of our youth organizations put forth under the rubric of 'charact er building.' To be sure, s ome learning does t ake place, even from the fun-type avoca tional pursuits that most middle class oriented youth organizations put before their constituents. But too often, this learni ng is limited to promoting such selfish concerns as one's own advaucement, indulgence or gratification. �"C o n f r o n t a t i o nw i t ht h ev a s t l yg r e a t e rn e ed so ft h es e g r e g a t e d , i g n o r e d ,d e p r i v ed k i d si sr a r e . Eng ag em en to fou rm idd l e c l a s syou th i na c t u a l l yw o rk f . n gw i t ht .h e s el e s sf o r t u n a t e k i d s t h eon e s ou r you th o r g a n i z a t i o n sp r a c t i c a l l yn ev e r r e a c h i s ev enr a r e r ,f o ri ts e em st h a ti ti st h ep a t t e r no f a l lt o om a n y you th g roup st or e s ti nroh ec om f o r t a b l ec om p l a c e n c eo fp romo t ing good s o l i d ,m idd l ec l a s sv a l u e so f a ch i ev em en t ,p r o g r e s s , edu c a tio n ,c om p e t i t i o n , andt h el i k e andtoi g n o r eo r si l e n t l yavo id .c o n f r o n t a t i o nw i t h ,l e t a l o n e engagem en tw it h ,s om eo ft h ec r i t i c a lcm l c e rn so fou r c u r r e n ts o c i e t y r a c i a land s o c i a lj u s t i c e ,p o v e r t y ,d e p r i v a t i o n ,d e l i n q u e n c y , andt h eab s en c eo fi n d i v i d u a ld i g n i t y f o rsom any . " A sa s o c i e t yw ed eny young p eop l et h eo p p o r t u n i t yt op a r t i c i p a t e ,t o eng ag e ,t or e a l l yi n v o l v eth em s e lv e si nt h ef a b r i co fr e a ll i v i n g . We mu s t s om e h owen ab l eYOW lg p eop l et op a r t i c i p a t el e g im a t e l yi nt h e s o c i a li s s u e so fou rt im e , t os t . r ' u g g . l . ew i t h su chp rob l em so f so c . i . a l p r e j u d i c e ,s o c i a land e conom i cd e p r i v a t i o n ,s e l fgov e rnm en t ,t h e ~ o fc o n c e p t i o n so fs e r v i c et oo t h e r s . 8 . F i n a l l y ,w ea r econ c e rn edf o rh um a nreL a tLon ship s c -Ln t h ef am i l y ,t h e com mun i ty , n a t i o n a l l y ,i n t e r n a t i o n a l l y . L nd i s c u s s i n gf o r e i g na i d , S e n a t o rW a l t e r F .M ond a le o fM inn e so t a o b s e r v e d , "W es e ema sa c o u n t r y t ob eo u to fph a s ew i t h ou ri d e a l s . " Th i s wou ld app e a rt ob et r u e d om e s t i c a l l ya sw e l la si n t e r i l a t i o n a l l y . I nt h e i rwo r ld andt im e ,t h eyoung p eop l eo ft h i sg e n e r a t i o nw i l lb e c o r r e c t i n gou rm i s t a k e s . T h er e a ld e t e rm i n a n to ft h equa l i t yo fl i f ei n �th ey e ar 1 8 o th ey e a r2 w il l b ed e ter m in ed by t h ep r og r e s s and su c c e s st h e ya c h i e v ei nl e a r n i n gsom ehowt ol i v eon ew i t ha n o t h e r , l o c a l l y ,n a t i o n a l l y , an di nt h ewo r ld commun i ty o fwh i ch ou r coun t . cy i sa pa r t . We coul dgo on i d e n t i f y i ng o t h e r issu e so ft o dayandt o mo r row , b u t th e se e i gh tw i l ls u f f i c et oi l l u s t r a t et h ek i n d so fs o c i a lcon c e rn st owh i ch i t s e em sL mp e ra t .Lv ee x t e n s i o nandu n i v er s i t i e smu s td i r e c t .t h e i ra t t e n t i o n . V . A s you mov e from Commi tm e n tt oA ct i o n ,wi t ht h eb r oad en ed concep to f pur p o s eand p rog r am wh i ch se em st oc h a r a c t e r i z e you rp r o f e s s i o n a ld e l i b e r a tions, c e r t ai nt h l ng ss e e me v i d e n t . F irs t ,i t w il l be n ece s s a r yt oinvo lv et h er e s o u r c e so ft h eto ta l u n i v e r s it yre a l l y . I ' v eh e ar dmu ch andr e a dmu ch t ot h ee f f e c tth a t ,t h r o u g h Ex ten s i o n ,t h er e s o u r c e so fthe u n i v e rs i t ya r eava il a b le t oa l lp e o p l eo f t h es t a t e . Bu t I hav es e enl i t t l e ev id en c et oi n d i c a t et h a tt h i si si na tru e. I fyou a s Ex t en s ion ou th p r o f e s s i o n a l sa r er e a l l yt os e r v et h e c r i t i c a ln e ed s andb e s ti n t e r e s t so fyoung p e o p l et o d a yandtomo r row ,som ehow 1 ,h is c on c e p tmu s t b e imp em en t e d . Se c o n d l y , Ih av eb e en i mp r e s sedw i t h you rd i s c u s s i o n so fa l t e r n a t i v e p rog r am app ro a ch e s t h eo rga n i z a t i o na lapp ro a ch su cha s4 -H an i n t e r - o rg an iz a t i o n a lapp ro a chinwh i ch u n i v e r s i t yp e r sonne lwo rk w i t h thep r o f e s s i o n a l andvo lun te e rl e a d e r so fa l ly o u t h s e r v i n go rga n i z a t i o n sandp rog r am s and t i l ee x t r a o r g a n i z a t i o n a lappro ach , wh e r eth es t r u c t u r eo fo rga n i z a t i o np e rs e i sno ti n v o l v e d . I nc o n s i d e r i n gt h e s ea l t e r n a t i v e s ,o fc o u r s e , youmu s t be w e igh ing t h em e r i t s and sho r tcom ing so fd i r e c tv e r s u si n d i r e c tc o n t a c t �w ith young c l i e nt e l e ,L n cLud . ing t i l em u l t i p l i e r con c ep ti nm a' im iz i .ng o f e s s i o n a lc o n t r i b u t i on . pr Th i r d ,you m u s tr e cogn i z ethe m u lti p l ic ityo fi n f l u e n c e swh i ch b e a r upon you t hd ev e lo pm ent . Is h aL l .s i mp l i f yt h e s et ot .h r e e a t h ein f l u e n c e 't h ef am i l yandt h en e ed t or e a c hi ne f f e c t i v e w ay s t h ep are i r ts o fth ey o u n g s t e r sw it hwhom you .a r econ c e r n ed t . l i es ub s t a n t i a li n flu enc eo fth es cho o l s and a r e l a t e dc o n c e r n , t h e r e f o r e ,fo rt h eq u a l i t yo fs choo l i .g , thev a r i e t yo f eduea t .Lona.La l t e r n at i v es, pub li csu ppo rt fo r e du c at i o n , and t h e shc rtc o n r in gs o fth eo rg an i z a t i o n a les t a b l i s hmen ta tt h e e lem e n t a r yand s e con da r yl e v e l s . To b ec rude ly cand i d ,i f - i sinar u t ,as som e wou ld avow ,t h e no u rf o r ma ls c h o o l s a r ei na d i t ch . If w el o ok ah e ad i nfo rm a le l e m ent a r yand se conda r yeduc a ti o n ,w em us te n v i s i onl -mon thope r at i o n ,a r e l a t i o n s h i po fc l a s s roomt ot h er e a lw o r l d , t h e el im i n a t i o n o fa r tL f 'Lc ta .L c r e d e n t i a l i n gan ds t a n d a r d s ,the emph a s i so f f in an c i a .Ls u p p o r t"Oimp rov eq u a l it yd u r i n gt h ee l em e n t a r y ye a r swh e r et h epa y o f fw i l lb eg r e a te s t and c th e in f 'Luen ce so fcommuniLy, o fi l ea lt hs e rv ices, so c i .a .Ls e r v.i.cea , you th o r g a n i z a t i o n s ,r e c r e a t i o n a lo p p o r t u n i t i e s , emp loym en t , p r o t e c t i v es e r v i c e s ,y o u t h invo lv em en tand i s s u e s . �I . ou r c h a l l e n g ei st oa c t i o n . I th a sa lw ay sb e enmy c o n v i c t i o nt h a t x t e n s i o ni st h emo s t d em and ing r o l eo ft h eu n i v e r s i t y . A s an x t e n s i o n p rf e s s i o n a l , Io f t e nlook edw i t h envyt ot h et e a c h e r -w i t hh i sc a p t i v e a u d i e n c e ,c o u r s er eu i r em en t s ,andt h ecompu l s iv ew e apon o ft h eg r ad ep o i n t a v e r a g e ; andt ot h e s a h i sp rob l em s , u e s t i o n s ,e x p e r im e n t a - t i o n ,a l ld r e s u l t s ,i n f r eu e n t l yr eu i r e dt ot r a n s l a t eh i swo rk i n t o m e an ing fu la p p l i c a t i o n . I t h a tt h i si sanu n f a i r s a b u t ,i nf a c t , x t e n s i o ni swh e r et h ea c t i o ni s . x t e n s i o n lSt h emo s t d em and ing k i n d o fe d u c a t i o n a lend e avo r ,f o ryou a r ed e a l i n gw i t hp e o p l ei nr e a ll i f e s i t u a t i o n s ,w i t hp rob l em so f imm ed i a t ea sw e l la sl o n g r a n g es i g n i f i c a n c e . T h i sf a c t ,o fc o u r s e ,w h i l er e p r e s e n t i n gc h a l l e n g eandc om p l e x i t y ,i sa l s o t h ef a b r i co ft h er i c h n e s s ,t h ee x c i t em e n t ,t h es a t i s f a c t i o no fb e i n g an x t e n s i o np r o f e s s i o n a l . Ih av es k e t c h e dh e r eab r o a d r a n g i n gd e s i g n . I tm ay w e l lb et h a t i t sd im en s ion sa r el a r g e rt h a nyou s e ef o ry o u r s e l fo rf o ryou rp r o f e s s i o n a l r o l e ,b u t I wou ld subm i tt h a tt h ei s s u e sandt h ec h a l l e n g e sa s Id e p i c t th ema r eno t sol a r g ea st h ed em and so ft o d a yr eu i r e . We h av eb e en r em ind edby p h i l o s o p h e r st om ak e no sm a l lp l a n s . l t m a t ,e l y,o fc o u r s e , youw i l ld e c i d e . I wou ld s imp lyr em indyout h a t4 -H can be no l a r g e r ,no b e t t e r , no mo r e comp r eh en s iv e no ri n n o v a t i v et h a nyou p e r c e i v ei t t ob e . A sp r o f e s s i o n a l so u t wh e r et h ea c t i o ni s ,Iw i sh you s u c c e s si nyou re f f o r t s " t om ak et h eb e s to ft o d a yev enb e t t e rtomo r row . " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1968-11-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Compared to What? Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 11, 1968 for the W. K. Kellogg Foundation at the 22nd Annual Meeting of the National Association of Extension 4-H Agents at Michigan State University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1968-11-11 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/deabd25ff6ca0bed8eff8b47b702895d.pdf 041983b478bd3f371dbb2816d1e03546 PDF Text Text / Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Conference on Rural Community Development Education Raleigh, North Carolina March 27, 1974 I It is a pleasure indeed fo::r me to be with yot'. for t.hLs evening session ot your ConferencE on Rural Community Development Education. Before joining t.he Foundat.I cn staff in 1965, I served as a member of the faculty of the College of AgiLcu.Ltur e of Michigan State University. ,-lith particular responsibilities in the Cooperat.Lve Ext.ens i on Service. Rural community develop- ment was then, as now, a major topic of discussion and I participated in many similar seminars. AQditionally, in my earller responsibilities with the Foundation, I had the pleasure of visiting many of your institutions and meeting with gr oups like this, concerned with s imilar problems. Thus, I wel- come this opportunity of seminaring on current issues and plans relative to rural development. Dr. Horne, in extending the invitation for me to be with you this evening, suggested that my remarks should be concerned with the role of private foundations in community rural development . Certainly, for this group, there is no need for me to define rural community development. been defined, re-defined, disected, debated . It is a term that has Any of the several definitions which were used during the afternoon session are quite acceptable to me. of them emphasized that the concept is broad and complex, encompassing virtually the total concerns of man. All �2 Bu ti t m ayb eu s e f u las a p o i n to fdepa~tur e t oc omm en tb r i e f l y on t h e n a tu r eo fp r i v a tefound a t ion sa sa b a s i s fo r ou r exp lo ra ti o no ft h e i rr o l e . Ap r i va te f o u n d a t i o nh a sb e end e f i n e dby on e ob s e r v e ra s" ani s l a nd o fmon ey , e n t i r e l ys u r rounded byp eop l ew ho w an t som eo fi t ." Mo r e s e r i o u s l y ,a p r i v a te foun d a tioni sb e t t e r ch a ra c t e r i z e da s"a p r i va t e ,n o n p r o f i to rg a n i z a t i o n e s t a b l i s h ed t op rov ide a s y s t em a t i c andre s u l t y i e l d i n gp a t t e r no fg i v i n gto a i dsoci a l,e d u c a t i o n a l ,c h a r i t a b l e,c u l t u r a l ,o ro t h e ra c t i v i t i e ss e r v ing t h ec ommon w e lfa re. " Br o a d l y ,t h e rea r efivec l a s s i f i c a t i o n so fp r i v a te fou n d a tio n s. I am u r eyou c ani d e n t i f yex amp l e so fe a chinyou r ownex p e r i e n ce o rl o c a l i t y : s A. T h ef am i l yf o u n d a t i o n ,t h ep h i l a n t h r o p i cm e ch an i sm fo rc h a r i t a b l e g i v i n gby a s i n g l ef am i lyo rf am i l yg roup . Mo s t f am i lyfound a t i o n s a r er e l a t i v e l ysm a l l ,hav eno p r o f ess i o n a ls ta ff ,m aylimi t t h e i r g r a n t st oc e r t a i na r e a so fin t e res to r pu rp o se , and gener a ll ya r e l i m i t ed i nt h e i rg eog r aph ic s cop eo fa c t i v i t y . B. Th e commu n i t yf o u n d a t i o n ,a m e ch an ismbyw hi c hv a r i o u s dono r sc an g i v et oco mmun i ty pu rpos e s . T hecommuni t yf o u n d a t i o nha s its own boa r do ftr u s t e e s, whoh averespon s ib ilityfo r adm i n i s t r a t i o no f t h efund sp rov id edt oi t by gi f t o rb e q u e s t . Inadd i tiont oa d m ini s t e r i n gfund sg i v e nf o rspec ifiedpu rp o s e s,t h ebo a rd d e t e rm in e s t h euse o ft h e in com efrom i t s gene r a la s s e t sinr e l a t iont ocom mun i ty prob l em sand n e ed s . I ni t sc h a r t e rt h eg eog r aph i cs cop eo f a co mmun ity foun d a t i o n ' si n t e r es ti sp resc ribed . any spon s or e dfo und a t i o n ,the c h a r i t a bl ea rm o fabus in e s s C . Th e comp co rpo r a t i o n . Su ch fou n d a t i o n su s u a l l yh av e a boa r dm ad e up o f o f f i c i a l so ft h espon so r ingc o r p o r a t i o n . Th e prog r am a reaso f �3 in t e res t m ayb ep r e s cr i b e dan dv e r yo f t e nt h eg r a n t s ar em a d et o co mmu n i t i e sin w h i ch t h eco r p o r a t i on c a r r i e so ni t sc o r p o r a t e bus in essa c t i v i t i e s . p e c i a l-pu rpo s ef o u n d a t i o n s, es tab lished by e i t h e ri n d i v i d u 8 l s01 ' D . S g roups ,w i th v e r ys p e c i f i cpu rpose si nm ind . T he s em a yr e l a t et o r e s e a r c hi n t e r e s t s ,p rog r am ac tiv itie s ,r e l i g i o u spurp e ~ 0 1 a n y s p e c i a lcon ce r no ft h e dono r s. E . G en e r a l -pu rpo s e foun d a t i o n s . Th e se a r et h el a r g ep riv at efound a t i o n s , m a ny o f w h ich y ou w i ll re cogn i z e --Fo rd ,R ocke fe l l e r, C a r n eg ie , DUke ,K e l l o gg ,K r es ge ,D an for t h . Th e se fo u nd a t i on s hav eb ro a d pu r po s e s,w i t hp r i o r i t i e se s ta b l i s h e dby bo a rd so ft r u s t ees o n a con t i n uingb as isinres pon s et os o c i a lch ang e andn e ed . T hey t e n dt o b ea tl e a s tn a t i o n a li nte rm so fgeog raphi cscopeo fin te re s t. fp r i v a t ep h i l a n t h r o p y th rougha f o u n d a t i o ni sanAm er i c an T he con ce p t o innov a t i on . I ti sa p a r to fth eAm er i c a np l u ra l i s t i cap p ro a cht op r ob l em s, o rt h ep ri v a t es e c t o rt ocon tribu tein a sy s t em a t ic and d i s t in c t i v e aw ay f w ayto h um a nw e ll-b eing . I d e a l l y ,t h ef o l l o w ing ch ar a c te r i s t i c sdesc ribe f o u n d a t i o na c tiv iti e s: A. Found a ti o n sa r e apo li tica l an da dv oca t eno p a r t i c u l a rapp r c a cbto s o l v i n g hum an iti e sp roblem s(op en -m in d ed ). B. F o un d a ti o n sh ave t h ep o t en ti a lfo r' l u i c kan d im ag i n a t i v ere s p on s e t oi d e n t i fyem e rging n ee d s. V e ry o f t e nthe irr e s p o n s ec anb em e re imm e d i at ethan e ith e rthe m o re c um b e r s o m epr o c e s so fg o v e r nm en to r t h ed i f f i c u l t i e so fd ec i s i o n by i n d u s t r y( respon s ib l e,f le x ib le ) . C. B yn a t u r ethero leo ffound a t i o n sist osuppo r ti n n o v a t i v ev e n t u r e s . T h e yrep r e s e n t soc i a l" r isk "c a p i t a l . Inte rm so fac c ou nt a b ility , �4 fo und a ti o n sa r ere s pons i b l etos o c i e t ya t ar e~ no thav in gt o con f ron ts to ckh o l d e r sa tt h enex t an nu a l m ee t in go rvo te r sa tt h e e c tion . n ex t el at i o n sc ancon ce n t r a t ede l i b e r a t e l yandcon si s ten t l y and i n D. Found v a r i ed w aysto m ak ea s i g n i f i c a n t im p ac t. I I Incon s i de ring t h er o l eo fp r i v a t efound a t i o n s inr u ra lc o mmun i ty d eve l o p i ts e em sfa ir t os t ar tw it htwo g en e r a lo bse r va ti o n s . e t~ r t~ fou nd a - tionsu ppo r t w i ll b ef o rinno v a ti v eu nde r ta k i n gs i nc o mmu n i ty d ev el o pmen t. I ngene ra lt h issuppo r tw ill b ef o re xp e rim e n t a le t ~ rt ~ mod e l demon s tr a - e f f or t s wh ichhop ef u l l yh ave a "m u ltip lie r" po te nt i a l . Found at i o n s s imp l ydo no th av e th em a g n i t u de o f fund sne c essa r yf o rope r a ti o n a l upp rt ~ f o rw e lf a r epro g r am s ,f o ra s s i s t a n c eto ev e rycomm u n i t y . S e cond , fo u nd at i o n suppo r ti nru r a l commun i ty deve l o pm en t w i ll belim i t e d .C o n tra ry t ot h eim ag e o fg i ga n t i cfo unda t i o n re ur e ~ a c t u a l l yt h e fun d s av aila b l et ofou n da t i o n s nr e la ti o nt on at i o n a lneed s . T h eb e s t in fo rm a tio na v a i l ab l ei n d i a re sm a ll i c a t e st h a tthe rea reabou t 27 ,000foun d a ti o n si nt h eUn i t ed S tat e s ,w i th agg r e g a te cap i ta lr e so u rce so fabou t $27b i l l i o n . T he s einv es t m en tp or t f o l i o s e th ings l i g h t l yov er $2b i l lionin p rodu ce som e~ t h eba sisfo rg r a n t s m ade by fo unda t i o n s. T hos efi g u r e ss e emla r geandim pr e s s i v e un ti l the ya re np er pu ti pe t e~ fo r ex am p leinr e l a tio ntof e d e r a le xpen d i t u r e s . T oi l - l u s t r at et h i sp o in t ,t h et o t a lca p i ta lasset so f fo u nda t ion s ($27b i l l i o n ) i ss l i gh t l yle s sth ant h eamoun t sp en tby t h eU .S .D ep a r tm en to f H e a l t h , du at ~ andWe l f a re i na s ix m on t h sp e riod . Bu t wh i lep r i v a t efo und a tionr e s o u r ce sa r er e l a t i v e l ysm a l l ,as a ll o f o me x p e r i e n ce ,p r i v a te g ran td o l l a r sv er yof t e na r ec ritic a l and u s knowfr c a t a ly t icin p r ovid ingfo re p er e tat ~ e xp lo ra t i on ,r e -d i r e c t i o n ,ch ang e . �I hav e no survey information whi ch indicates what foundations are now doi ng in the area of r ural community de velopment. My subjective a ss essment would be, howev er , that coll ectiv el y less is b eing done than should be in r elation t o the significance of rural probl ems in our society . . If my sub j ective observation i s cor r ect , bo th of u s must a s sume some responsibility : the foundation de c is ion makers who may not have given a dequat e emphas i s to r ural pr oblems, and those of you who are directly engaged i n r ural dev el opment but who have not communicated the nat ure , urgency , a nd needs of your effort s. You wou l d know b et t er than I the involv ement or support provided by pri vat e f oundations which have local a nd regional scopes of i nt er e st . At the nat ional level , I wi ll use only one f oun dat i on , t he one with wh ich I am a s soc i ated , t o illustr at e t he long-t erm involvement of a privat e foundation i n r ural community devel opment. The Kellogg Foundation wa s established in 19 30 a nd , duri ng i ts f i r st deca de of oper a t i on , concent r at ed i t s ef f ort s in seven count i es o f s outhc entral Mi chi gan . The maj or thrust of the Mi chi gan Commun i t y Health Program wa s t o a s s i st the count i e s in improving health car e available to rural peopl e , through the e s tabl i shment of pUbli c healt h s ervices , county de part ments of heal t h, out l y i ng ho s pi t al s and he alt h c ent er s, and pUblic health educat i on. As a r el a t ed ef f ort , the Foundat ion assisted in the improvement of rural educat i on t hrough the establishment of co nsolidated agr icul t ural high schools . The conc er n with the qualit y of l ife in the country s i de has continued to be a major, though not ex cl u s i v e , pr eoc cupation of t he Foundation . To illustrat e var ious Foun dat ion act i v i t i e s ov er the pa st decade a nd a half , I will s i mply l ist a number of projects to which we have pr ov i ded substa nt i al support. Det ailed informat i on can b e provided upon reque st. ��7 As a gr ant - maki ng f ounda tion, our role is t o r e spond to r e ques t s f r om commun i ties a nd ins t i t ut i ons. "peddl e . " We do not de sign progr ams whi ch we t ry t o While our r ol e is r eal l y not completely pa s s ive in progr amming , I woul d empha s iz e t o you t hat i n a sens e , t he role of grant-maki ng foundations in r ural communi t y devel opment cannot b e mor e than you want- -or permi t-i t to be . III I think i t will be u s ef ul f or me to shar e wi t h you some ob ser vat i ons r egardi ng t he proposal s we r eceive whi ch are rel at ed to r ural communit y de v elopment. 1. We r ec ei v e many proposals f or support of studi es a nd re sear ch , but whic h have no provi sion for implementat ion or foll ow-through. I c er tai nl y ag r ee that we need to know mor e but we also feel that "we know b et t er t han we do . " Some f oun dations a nd other f un ding sourc es concentrat e exclusively upon res earch and woul d be rea sonable s ources of su ch support . Howev er , i f you are s eeki ng pr ivate suppor t , you should do some a nalys i s of t he area s of int er est and general ph i l o s ophy of t he f oundat ions whi ch you appr oach. If you do your homework r egar di ng the Kell ogg Foundat i on , you ' ll kno w t hat our commi t ment i s t o the "appl i cat i on of kno wl edge t o t he problems of pe ople. " Our pr eoccupation is with knowl edge ut ili zat i on i n new and innova t i ve ways t o addr es s significa nt soc iet al conc er ns . I t i s our feeling t hat "what could a nd should b e i n r ural Amer i ca is something better t ha n what is. " 2 . Many pr opo s als s eek support f or "mor e of t he same." As I empha s i zed earlier , the pr i vat e f oundat i on r ole is support of i nnovat ive and �8 expe rim en t a le f f o r t s . T h ec o n stra in t simpo s edb yw i s es t e wa r ds h i p o flim i tedr e s ou r c e sp r ev en tc o n tr i b u t i on s to o p e r a ti o n a l suppo£ t o r f o rt h er e p l i c a t i o no fapp ro a ch e sw h ich h av ea l r e ady been demon s t r a t e ds u c c e s s f u l l y. Wh i l e th ep ro p osa lm a yb en ewfo r yo u rc om m un i ty o r i n s t i t u t i on andm a yb ewo r thw h i l e , gen e r a l l yp r i v a t e suppo r tf roma n a t i o na lfound a t ionwou ld no t be a v a i l a b l e . Ins um ma r y, m an yp ropo s a l sw es e ere la tingt or u r a lc omm u ni t yd ev e lopm en t a r e no t inno va t i v eo rn ew . 3. I nm any i n s tan ce s ,t h ep rog r amwh i ch i sprop o sed i sin ad eQ ua tet o thep rob l emb e i n gd e a l tw i th . M o s t s i g n i f i c a n tpr o b l ems i nr u r a l co mmun i tie sa r ecomp l ex ,d i f f u s e ,i n t e rr e l a t e d ,m u lti-d isc ip lin ar y , gene r a l i z ed,p e rm e a t in g . In c o n t r a s t,t h es o l u ti o n sp ropo s ed a re o f t e ns im p l i s t i c ,d is c ip li n e -o rien te d , sp e c i f i c ,c i r cum sc ri b e d . T o o o f t e nt h ep ropos edp rog r am isd e a l i n ga tt ~ f r i n g e s ,r a t h e rt h a n w i th co r ei s s u e s .T h ep rop o s a lsa r eth u si n a d eQu a t et ot h eta sk t h e yp ropos et opu r su e. 4 . M any p r o p o s a l sa r eba sed o n -o ro r i e n t e dt o --i n s t i t u t i o n a lo r d isc ip lina r yn e ed so rg oa l s, no to r i e n t e dt ot h ep rob l em so fp eop l e andcommun i tie s. S u ch p ropo sa l so f t e ng r owou to ft h ei n t e r e s to f ad ep a r tm en t, ana dmi n i s t r a t i v eu n i t ,o r ac l u s t e ro ff a c u l t yand re la tet ot h e i rn e ed so rg o a l s. a t ion sa r ep r obl em -andp eop l e o r i e n te dinth e i r Mo s t found p rogr amm inganda r ei n t e r e s t e di np ropo s alswh i ch a re s im i l a r l y concer n ed . D r F i n a l l y ,I w ou lds h a r ew i th you afewc a n di dc omm en t sreg a rd ing c o l l e ge s o fag ric u l tu reandru r a l co mmunity d eve lopm en t . V e ry o f t e nt h et e rma g ricu ltu re �9 i s r egarded a s synonymous wi t h rural . Wher ea s thi s to a substantial ext ent may have b een t r ue at the t ime colleges of agr icult ure were originally establi shed, wi th the passage of time t he conc ep t of a gr i culture has narr owed. This evolut ionary change is important to r ec ognize as we consider the rol e of agricultural colleges in r ural development. For per s pect ive i t is u seful t o t urn back t o the per i od i n hi stor y more t han a c ent ury ago when what i s per haps our country 's onl y or i gi nal idea i n higher ed uc a t i on- - the l and-gr a nt sy st em- - was con c eived . As Dr . Bishop i ndi - cat ed i n hi s remar ks , the land- grant i ns t i tut i on s wer e r eall y conc ei ved a s r ural de velopment i nstitutions. As t he original coll eges of agr i cult ure matured , the prof i le of interest broadened t o encompa s s mor e fully t he r a ng e of huma n co nc er ns : 1 850 (1862 ) - a concer n f or f arming and f arm people , t o make the advantag es of higher education available to t he sons a nd daught er s of farmer s and the working clas s e s , t o direc t t he at t ent ion of such i nst i t ut i ons t o the probl ems of earning a l i v i ng a s wel l as l iVing a life. 1887 _.. t hen , t he reali zat i on we didn't kno w enough , so r e s earch 1898 - a concern f or the quality of family life, s o home economi c s 1 90 0 - a conc er n t hat t r a di t i onal schooling wa sn ' t pr epar ing youngsters f or the ki nds of l i ve s t hey would lead, so Boys an d Gi r ls Cl ub work , now 4- H t he establi shment by colleges of agr i cultur e of department s of r ural education a nd of r ural soc iology , conc erned with t he well - b ei ng of r ural folks 1914 - to make the r esourc es of the campu s avail able t o all , Extens ion . �10 I n t h e year s sinc e , a lot of changes hav e occurr ed : 1. We hav e moved f r om an a gr ar i an to an ur ban i zed soci ety . 2. The land- gr ant universiti e s, i n wh i ch agriculture wa s originally domi nant, hav e b ecome complex institution s . Today agr i cultur e is a smaller pa r t of the total ac a demic scene . 3. Societal goals have gr adually ch anged, i ncluding a shift f rom a preoc cupation wi t h the mat eriali stic " s t a ndard of living" to a concept of the " qual i t y o f life . " 4. As a gr iculture ha s pr ogre s s ed , t h ere ha s been a specia l i zat i on and fr agment a t ion-- i n the struc t ur e of colleges and depa r t ment s , in the f abr ic of r e s earch , i n the industr y of farming , in the ma ze of f arm organi zat i ons and institutions whi ch serve a gricul t ure . The col leg es of a gricult ur e have pr ogressively nar rowed thei r s cope of concerns to an almost ex clus i v e preoccupation now wi th a gricul t ura l production and clo s ely rel a t ed a ctivitie s , with le s s er concer n f or problems of the f ami l y , of h ealth car e del iver y , of s oc i a l ins t i t ut i ons and s er v i ces , of education . And unf or t unat el y, wh i l e college s of agr i cultur e have dropped t he s e i ssues f rom the i r agenda , the uni vers i t i e s of whi ch a gri cult ure i s a part have not assumed t h e s e respons i bili t i e s in t he mor e complica t ed or ga ni za t i onal s truct ure. To ill u str ate , mo st co l l eges of educat i on do not giv e major attent i on t o rural school i ng a nd educat i ona l oppor t uni t i es, most col l eges of medic i ne do not co ncern themselves i n any comprehensive way wi t h r ural health car e deliver y . Fr om all of t hi s , I would sha r e wi t h you three " danger ous gener a l i zat i ons . " I know you will r es pect t hem as SUCh. They are bas ed on a ho st of impr ess i ons , �11 contac ts, and exper i enc es fr om throughout the count r y . I do not know t he ext ent t o whi ch they may b e de s cr i pt i v e of your own i nstitut i on s or of t hi s r eg i on. Gener ali zation No. 1. Most col leg es of agr i culture are not real l y con c erned wi t h rural communi ty development . Speaking at a North Central Regional Conf erenc e on Rural Development i n May, 1962 , Dean R. L. Kohls of Purdue Univer sity, i n discus sing the organization of un i v ersity per so nnel to deal wi th r ural devel opment, ob s er ved that "the mo st important ac t i on is f or deans, di r ectors of experiment st at i ons and ext en sion services , a nd other faculty leader s to make the vis ible decis i on t hat rural communi t y de velopment is an ar ea of high concern an d import anc e t o rural people and that evolving national policy wi l l make it a vali d mi s sion for teaching, res earch, and Ext ens i on a t t ent i on." It i s my impr e ssion t hat ver y few, i f any , colleges of agri cultur e hav e made t his commi t ment . Speaki ng at t he same conferenc e, Dr . Earl Heady of Iova State University commented , " No land-grant university has put r ura l deve.Lopmerrt as the rna,jor it em on i ts agenda of affairs pres errt ed to the st.at e . t, Ther e is little ev i dence tb_at e i ther colleges of agricultur e 01' the univer sit i es of whi ch t hey are a part have given a sense of -priority and urgency to rural problems . Generalizat ion No . 2 . Most colleges of agricuture are not equi pped to deal ad equately with the br oad r a ng e of issues encompas s ed i n r ural community development , issue s i ncluding health car e deli ver y, education , bu s ine s s and indu stry , political i nstitut i ons , s oc ial s ervic es. While fac ulty members wi th br oad respon s i bi l it i e s a nd titles in commun ity development can prov i de leade rship , the knowledg e r e sourc es of the l ar ger university must be br ought to bear . �12 Generali zatio n No. 3 . The inadequacy of resourc es within colleges of agriculture is compounded by the organizational rigidities of most univer sities. The typical Extension Service, which may have a community development component, simply does not have available to it the intellectual and technical resources of the university at large . This circumstance is f urther compounded by an "insular mentality" of many colleges of agriculture which seem t o set them as ide from the main st ream of academic life. If, in fact, there now really is a revival of interest in rural affairs on the part of colleges of agrIculture, it ie unfortunate that this revival has come so late. How much easier· f.t wou.ld have been for these colleges to mount significant programs in the gr owt h decades of the 50 's and 60's, when new funds were available on an additive basis. Now , while I am confi dent that additional funding can still be secured if proper approaches are made to funding sources, i nc luding legislatures andthe Congress, these additive Eesources are c er t a i nly limited and in many cases, rural community development will be addressed only through the reallocation of existing resources. ThUS, admini st r at i v el y , it may be much more dif f icult for colleges of agriculture to embark on major rural community development programs than would have been true in an earlier day. v I n reflect i ng on the concern of this conference, I see a parallel in the colleges of medicine . These colleges have become increasingly fo cused upon issues of medical s c i ence and technology, not upon problems of the health of people and health care delivery. Encouragingly, there is now ev idenc e i n a number of colleges t hat this fo cus is changing, recognizing more fully and realistically that the ultimate mission of medicine is to s erve human health needs. �13 S im i l arl y ,c o l l e g e so fa g r i c u l t u r eh av ei n c r e a s i n g l yc o n c e n t r a t e don t h esci e n c eandt e c h n o l o g yo fag r i c u l t u r a lp r o d u c t i o n. Now i t issu gge s t e d t h a tt h e ym ay b e com ei n c r e a s i n g l ycon c e r n e dw i t ht h ep rob l em o fr u r a l p eop l e andcommun i t ie sa sw e l l ,r e c o g n i z i n gt h a tt h ev i a b i l i t yo ft h ea g r i c u l t u r a ls e c t o ri so n l yon e compon en to fr u r a ll i f e . Wh i l e i t m ay n o tb e t h er o l eo ft h ec o l l e g eo fa g r i c u l t u r et os e r v et h e s en e ed sf 'u .L l .y, t h e i r l e a d e r s h i pm ay b ec r i t i c a l l yim p o r t a n t ,f o rt h e r edo e sn o t app e a rt ob e any o t h e rf o c a lp o i n tw i t h i nt h eu n i v e r s i t yf o rt h er u r a lv o i c et ob ee x p r e s s e d . I subm i ttha . tt h eev id en c e i13 n o ty e ti nr e g a r d i n gt h ecomm i tm en to f c o l l e g e so fa g r i c u l t n r et or u r a ld ev e lopm en t , and t h e i re f f e c t i v e n e s si n d e a l i n gw i t ht h i sa r e a . I ti sen cou r ag in gindeed t h a ts em in a r sl i k et h i s a re be ingh e l d ,a l t h o u g hi ti su n f o r t u n a te a n dp e rh ap ss i gn if icant tha t ft h o s emo s t invo lv edi nk ey d e c i s i o n s andi nt h ea l l o c a t i o no fr e m any o s o u r c e sa r en o th e r e . Sp e ak ing f o rt h eW . K . K e l logg Found a t ion, w ew i l lc o n t i n u et obe v e r y mu ch i n t e r e s t e dandi n v o l v e di nru r a lcomm u n i t yd ev e lopm en t . We have app re ci a tedt h eoppo r t u n i t i e so fw o rk ing w i t hm any o fyou andyou ri n s t i t u t i o n s i nt h ep a s tan dl o o kfo rw a r dt of u r t h e ro p p o r t u n i t i e sf o rc o l l a b o r a t i v e e f f o r tint h ef u t u r e . M y hop ef o rt h i scon f e r en c ei st h a tt h ea c t i o n si n con s equ en c eo fyou rb e i n gh e r e i nC 'u r r i cu lum r e v i s i o n ,i nt e a c h i n g ,i n r e s e a r c h ,i nEx t en si o n -w i l l ~ ev enmo r e im p r e s s i v et h a nt h er h e t o r i c . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1974-03-27_RMawby_SPE Title A name given to the resource Russell Mawby speech, Conference on Rural Community Development Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 27, 1974 for the W. K. Kellogg Foundation at the Conference on Rural Community Development Education. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1974-03-27 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/517c33b71ebce66f4fbc2a5b31e834b8.pdf 7e4e4353f3ec739b5813c7c600d24ac7 PDF Text Text CONTINUING EDUCATION: A LOOK TO THE FUTURE Remarks by Dr. Russell G. Mawby President, W. K. Kellogg Foundation California State Polytechnic College - Kellogg West Dedication December 6, 1971 I Thank you for privilege of participating in this dedication of Kel l ogg t h e Center of Cont inu i ng Education for the Ca l i f or ni a State Col l eg e Sy s t em . is always a pleasure to visit Cal Poly. ~Test, It In my seven years with the Foundati on I have had the opportunity of b e i n g here a number (If times; s pec i al pleasure..--not only California but throughout the count ry . One such visit in 1966 with Dr. Emory ¥ Morris (special greetings) when idea of this Center fir st discussed; Ar-abian Committee soon after Kramer came as Vice President. Much has t r ans pi r ed : Many groups -- Many people Trustees Public officials in government - Legislative & Executive Staf f in Chanc el l or 's office Cal Poly Family Faculty and administrative personnel of this institution and others of the System Community organization ... business and Lnds utry _. 'Tho helped finance But a few individuals stand out Juli an Mc Phe e , a great leader, a solid educ at or, a real do-ce.r Poly Vue 1965 Voorhis Caro~us (K. Kitch) Glen Dumke Bob Kr-amerJ ohn O'Hara to all, individually and collectively - express compliments of Foundation on this occasion �2 I I M any o fyouknow som e th ingo fh i s t o r yo fr a n c ha l ld c ampu s- *On th i so c c a s i o n- a n o t h e rt h r e s h o l di nc o n t r i b u t i o no ft h i sp l a c et oS t a t e C o l l e g e Sy s t em andp e o p l eo fC a l i f o r n i a -a p p r o p r i a t et or e v i ewb r i e f l y . I n1925 W . K . K e l logg e s t a b l i s h e dr a n c h- l o v eo fA r a b i a nh o r s e A r c h i t e c tC h a r l e sG ibb s Ad am s ( f i rmw i t h wh i ch R . Mo sh e r i sa s s o c i a t e d )hou s e s and s t a b l e s E s t a b l i s h e dh e r d : Ho r s e sl o c a l l y F rom P o l a n d , Egyp t-L ady v T en tw o r th s t a b l e si nEng l and Pu rpo s e : P e r p e t u a t e , imp rov eand o u ~r e t h eA r a b i a nh o r s e M any p r a c t i c e sandp o l i c i e s S lmd ay h o r s e show s( f i r s te d u c a t i o n a la c t i v i t y ) B r e ed ing p rog r am s I n1932 ,g i v e nt oU n i v e r s i t yo fC a l i f o r n i at os e r v ea sI n s t i t u t ef o rAn im a l Hu sb and ry andexp e r · im en t a lf a rm . Wh en WO l · ld W a r I Is t a r t e d ,W . K . K e l logg w a s a n x i o u st ot u r nov e rt ot h ew a r e f f o r t- A rmyr emoun ts t a t i o nandt r a i n i n go fK ·9 dog s . A f t e r vT a r ,t . r an s t ' e r r edt oUSDA andt h e nd e c l a r e d" s u r p l u s . " D r .M o r r i s , t h e nP r e s i d e n t ,t h r o u g hS e n a t o r s Know l and andDown ey , Cong r e s sm an R i c h a r dN ixon , S e c r e t a r yo fA g r i c u l t u r eC .P . And e r son andC .F .B r ann an ,r e t u r n e d t oFound. a t i o n. . -p u tt ou s ef o rb e n e f i to fp e o p l eo fC a l i f o r n i a . A f t e r c o n s i d e r a t i o no f 'm any a l t e r n a t i v e s ,R an ch w a s d e ed ed i n1 949toS t a t e o fC a l i f o r n i aa sa s e condc ampu so fC a l i f o r n i aS t a t eP o l y t e c h n i cC o l l e g e , und e r t h el e a d e r s h i po fD r . J u l i a nM cPh e e o fS an Lu i s Ob i spo . �3 Thu s , t h i sc ampu sb eg an som ei n t e r e s t i n gp r o v i s i o n s ( a )C a l i f o r n i a sp enda tl e a s t$2 m i l l i o ni nd ev e lopm en t( f r a n k l y ,am a z ed ) (b )A r a b i a nP rog r am ) )f i n e rt h a ne v e r Sund ay Show s ) Tho s eo fu si na dm i n i s t r a t i o no fp h i l a n t h r o p yh av er e s p o n s i b i l i t yt ob el o y a l t ow i sh e s andp h i l o s o p h yo ff o u n d e r . I amc o n f i d e n tt h a tM r . e ~o wou ld b e d e l i g h t e dw i t hu s eo ft h i sb e l o v e dr a n c h( l o v eo fh o r s e s ,y e s )b u t-comm i tm en t t oe d u c a t i o n-con c e rnf o ryoung p e o p l e con c ep to fl i f e l o n gl e a r n i n g - K e l logg W e s t , n o to n l yh e r e ,b u tt h r o u g h o u tC a l i f o r n i a . I I I (C o n t i n u i n gE d u c a t i o n -lm i v e r s i t y / c o l l e g e b a s e d ,n o n c r e d i t , non -d eg r e ep rog r am so f e d u c a t i o n E x t e n s i o n , summ e rs e s s i o n s , c r e d i t ) s et h e' IT .K .K e l logg F o u n d a t i o n , mo r et h a nanyo t h e rp r i v a t ef o u n d a t i o n , I suppo i si d e n t i f i e dw i t hc o n t i n u i n ge d u c a t i o n v e r yo f t e nt h i si d e n t i t yi sw i t hr e s i d e n t i a l c e n t e r sl i k et h i sandn i n eo t h e r s' .teh av ea s s i s t e dov e r twod e c ad e sM i ch ig an S t a t eU n i v e r s i t y 1951 U n i v e r s i t yo fG eo rg i a 1957 U n i v e r s i t yo fN eb r a sk a 1961 Un i . ve r-s it vo fOk l ahom a 1962 U n i v e r s i t yo fCh i c ago 1963 No t r eD am eU n i v e r s i t y 1965 Ox fo rd U n i v e r s i t y (Eng l and ) New Eng l and (Un iv .o fN ew H amp sh i r e ) 1970 CoLumbL aU n i v e r s i t y 1971 K e l logg W e s t 1971 �4 ~ te t h a ti d e ah a sb e en r e p l i c a t e d i neach i n s t a n c e ,o u r con c e rn andt h a to ft h eg r a n t e ei n s t i t u t i o n si sw i t hp rog r am ,r a t h e rt h a nb r i c k s and m o r t a r . E a ch d i s t i n c t i v e-K e l logg W e s t : 1 . O nW e s t C o a s t ,w e s t o fRo ck i e s 2 . B a s ed on e x t e n s i v ee x p e r i e n c eon Voo rh i sC ampu s ( e x p e r i e n c e df a c u l t y , e s t a b l i s h e dc l i e n t e l e ) 3 . P a r to fS t a t eC o l l e g e Sy s t em 4 . \ ' Jh i l ed i v e r s i f i e dp rog r am ,r e f l e c t i n gc h a r a c t e r i s t i c so f1 9i n s t i t u t i o n s , a l s oimp l em en ti nc o n t e x to fc o n t i n u i n ge d u c a t i o n ,t h eC a . :P o ly p h i l o s o p h y o fe d u c a t i o n u s i n gr e s o u r c e so ft o t a lc 8m p u s f a c u l t yand f a c i l i t i e s . Bu tw h i l ep roud o ft h e s eC e n t e r s ,t h e i ra c comp l i sh r r l en t andt h e i rp o t e n t i a l ( g r e a te x p e c t a t i o n s ) ,r e a lcon c e rni sw i t hp rog r am .( r e s .c e n t e r- 1 9 5 : ) . A c t u a l l y , co n t i n u i n g ed u c a t i o ni n t e r e s t sgo b a ck t oe a r l i e s td ay s-MCHP : 7c o u n t i e s. - mp rov eh e a l t hs e r v i c eandr u r a le d u c a t i o n ,c o n t i n u i n ge d u c a tIon r o ri -p r o f e s s i o n a l si ne d u c a t i o n ,m e d i c i n e , p u b l i ch e a l t h ,n u r s i n g , andd e n t i s t r y -t e a c h e r sand s c h o o la dm i n i s t r a t o r s -t r u s t e e sand s c h o o lb o a r dm emb e r s -l aym eni na d v i s o r yc o u n c i l sandcomm i t t e e s Ou r p r e o c c l ' p a t i o nw i t ha p p l i c : a t i o no fknow l edg et op rob l em so fp e o p l e and commun i t i e se n s u r e st h a tc o n t i n u i n ge d u c a t i o ni sc h a r a c t e r i s t i co fou rp rog r am s-l a r g e s ts i n g l eg r a n t inh o s p i t a lf i e l df o rc o n t i n u i n ge d u c a t i o n -F a rm e r sS tu c ly P rog r a m- M i ch ig an S t a t eU n i v e r s i t y P e n n s y l v a n i aS t a t eU n i v e r s i t y Mo r r tan aS t a t eU n i v e r s i t y C a l i f o r n i a : A g r i c . E d u c a t i o nF o u n d a t i o n -C a l Po ly UC ,D av i s F r e s n oS t a t e - Con t inu ing E d u c a t i o nC e n t e rf o rWom en �5 Ln California, assistance totaling $11 million--more than one half r e l a ted to lifelong learning Farmer-s Study Program Health Care Ad.ministration .- UCLA Continuing Education for Physicians - USC Community College AdministratoL's - UCLA, Berkeley 8 Stanford As we dedicate this facility, I am prompted to give an observation and a Ford of caution 1. (observation) center \'!11ile residential! can add significant dimensions to continuing education activities of an institution and system, center and program here ar-e only one element in total concept of continuing education. As we view system J most of what happens in continuing education \·rill not happen here- - but hopefully this facility and what it makes possi"ble _. for - Trustees, administrators, faculty, leadership representatives of (in-pilot and expel imental activities) in :celation to program priorities and problems ~ clientle (student) groups-v-wi Ll. make a useful contribution to the total. But a full conference program here _. no matter how imaginative, creative, far-reaching--T·rill not of itself represent fulfillment of the envisioned contribution of this center. Only as the knowledge resource of the 19 institutions become more fully available to people throughout the State through programs of con-t.inuing education T-rill the dream be r-ea.l i.z ed. 2. (caution) An inherent danger- in residential centers that program will be constrained by fact of a Center -- that everything that is continuing education must happen here (patently not true) ·..·A part of this relates to fiscal (you are hardened veterans at dealing with budgets not as large as you think they should be) - ·-Occupancy rates, balance sheets �6 Ch a l l eng et h a tcomm i tm en tt oC o n t i n u i n gE d u c a t i o n_ . e n r i c h e db y ,i nn ow a y p r e v e n t e db y ,t h i sC e n t e r . A s ~e l o o kt of u t u r ei nC o n t i n u i n gE d u c a t i o n , you a r eaw a r eo ft h ec u r r e n t s t a t u so rs i t .u e . t Lon r e g a r d i n gt h ec o n c e p to fc o n t i n u i n ge d u c a t i o ni nh i g h e r e d u c a t i o n. Tosumm a r i z es u c c i n c t l y ,i t s e em sg e n e r a l l ya g r e e dt h a t : (1 ) We a r ea l e a r n i n gs o c i e t y . Ch ang ei son eo ft h emo s t p e r v a s i v ec h a r a c t eT i s t i c so fo u rt im e s . F eh av e com et or e c o g n i z et h ev i t a lr o l eo fl e a r n i n gi na c c om p l i s h i n g anda c commod a t ingt och ang e . (2 )L e a rn ing i sf o rl i f e ,i na l li t sa s p e c t s . E d u c a t i o ni se s s e n t i a lf o r a l lt h ev a r i o u sr o l e so ft h ei n d i v i d u a l ' , f o ro c c u p a t i o n a lp l ' o f i c i e n c ; y , wh e th e ri nt h et r a d e s .t h ep r o f e s s i o n s , o rwh a th av e yOU " i '0 l 'c i v i ccomp e t en c ei nf u l f i l l i n gd em o c r a t i cc i t i z e n s h i pr e s -pon s i - b i l i t i e s ; -f o ra v o c a t i o n a l terests~ f o rs e l f f u l f i l lm e n tg o a l si nan i n c r e a s i n g l ycomp l exw o r l d . ( . : J )L e a rn :Lng i sl i f e l o n g ,f romt h ec r a d l et h r o u g ht h eb r i l i g h ty e a r s ,i n my r i ad fo rm sandc i r c um s t a n c e s . I t ' st h i sl i f e l o n gd im en s ion o f l e a r n i n gt owh i ch i n s t i t u t i o n so fh i g h e re u a~ o h av e foundi t mo s td i f f i c u l tt oa c commod a t e . E d u c a t i o n -i nt h i si n s t a n c e ,h i g h e r educa t .Lon c -h as a s p e c i a lp l a c ei no u r d em o c r a t i cs o c i e t y . U n i v e r s i t i e s ( ru s et h et e rmh e r et oi n c l u d ea l li n s t i t u t i o n s o fh i g h e re d u c a t i o n -twoy e a r ,f o u r y e a r ,g r a d u a t e ,p u b l i c ,p r i v a t e )a r econ c e iv ed i nou rs o c i e t ya sknow l edg er e s o u r c ec e n t e r s ,v i t hr e s p o n s i b i l i t i e si nt e a c h i n g , r e s e a r c h ,ands e r v i c eo re x t e n s i o n . T y p i c a l l y ,t h et e a c h i n gf u n c t i o no ft h e �7 unive rs it yi sd e f i n e dt o on a r r ow l y ,u s u a l l yr e l a t i n ge s s e n t i a l l yt os t u d e n t si n r e s i d e n c e ,young i na g e , andi nd e g l ' e e o r i e n t e dp rog r am so fs t u d y . I fu n i v e r s i t i e sa r et ofn : :L f i l lt h e i re d u c a t i o n a lp o t e n t i a li ns e r v i n gt h en e ed s and goa l s o fs o c i e t y ,t h e ymus td e f i n et h et e a c h i n gf u n c t i o nmo r e c r -ea t .LveL y c -not l im i t e dt o c a p t i v e ,on c amp u s ,f o r c r e d i ts i t u a t i o n s . T h i sl e a d su st oth e con c ep to f o t ~ e d u c a t i o ni ni t sb r o a d e s tc o n c e p t u a lc o n s t r u c t . Ir e a l i z et h a tt h e r ea r em any f o r c e swh i ch mu s tb ec o n f r o n t e d . ' l 'h e s ei n c l u d e su chre a . lLt i e sa st h ef i n a n c i a lc o n s i d e r a t i o n so ffund ingh i g h e re d u c a t i o n , ~sua i n v o l v i n gsom e fo rmu l ar e l a t e dt os t u d e n te n r o l lm e n t on a f u l l t i m e - e q u i v a l e n tb a s i s ,t h ec o n s t r a i n t so fs e l f c r e a t e dsy s t em so fa c c r e d i t a t i o nand c r e d e n t i a l i n g ;t h ef r e q u e n td i s c om f i t u r eo ft h ef a c u l t yi nd e a l i n gv i t ho t h e rt h a n c a p t i v e ,po st-vado . l e s c e r r ts t u d e n t s : ,andv e r yo f t e nr e l u c t a n c eo fd e c i s i o nm ak e r s w i t h i nt h ei n s t i t u t i o nandb eyond t ocondon en o n t r a d i t i o n a lapp ro a ch e st or e a c h i n ge d u c a t i o n a lo o j e c t i v e s . Bu t Ia l s os e n s ea r e a d i n e s st o d a yi na c ad em i at oc o n s i d e l ' ,e x p l o r e ,t e s t n ew c o n c e p t s and a p p r o a c h e s . T h i sr e a d i n e s si se v i d e n ti nsu chd ev e lopm en t sa s t h eC a r n e g i e Comm i s s ion ' sr e p o r t . "L e s sT im e , Mo r e Op t ion s11~ t h eN ewm a nR e p o r t ; t h eComm i s s ion on N o n -T r a d i t i o n a lS tU d ies, andw i d e s p r e a di n t e r e s ti nsu chi d e a s a st h eop en u n i v e r s i t y ,t h ee x t e r n a ld eg re e , anda u n i v e r s i t yw i t h o u tw a l l s . A nd sot h et im es e em sr i g h t f o ra v a r i e t yo fr e a s o n s f o radu l t u n i v e r s i t y / c o l l e g e b a s e dp r cg r am so fc o n t i n u i n ge d u c a t i o nt op r o v i d ee s s e n t i a ll e a d e l ' s h i p f o ri n n o v a t i o n si nt h et e a c h i n gp rog r am so fo u ri n s t i t u t i o n so fh i g h e re d u c a t i o n . D r L e tm es h a r ew i t h you nowwh a tt om ea saf o u n d a t i o ne x e c u t i v es e emt ob e c e r t a i nc h a l l e n g e si nc o n t i n u i n ge d u c a t i o nfo rt h ef u t u r e . F o u n d a t i o n s , by t h e i r n a t u r e andcomm i tm en t .t e n dt ob e con c e rn ed" r i t hi n n o v a t i o n s ,e x p e r im e n t a t i o n , p i o n e e r i n ge f f o r t s . We h av e a som eFh a t un iqu eo p p o r t u n i t yo fb e i n ga p a r to f �8 s ig n i f i c a n td ev elopm e n ts i ned ucation andy e tbe i n gsom ewh a ta p a r tf ' rom , Hop efu l . L y, t h i sp ers p ec ' ti . ve w i l l be h e l p f u lt oyou in yo u rd e li b e ra ti o n sh e re . Am o ng t h ec .ha . l . l .e n ge svo u .Ld s e emt ob et h efo l lov r i n g : (1)Ci ' e a t iv i t yi ni n s tit u t i o n a l i z i n gt h econcep to fc o n t i n u i n gedu c a t i on . No i n s t i t u t i o no fh i g h e re d u c a t i o no r sys t emo fin s t i t u t i o nh a sr e a l l y a c c e p t edt h ef u l lim p l i c a t i o n so ft h econ c ep to fl i f e l o n gl e a r n i n gand don e som e t .h lng abo u ti t ..· -don esom e th ingabou ti t i l lt e rm so ft h eo r g a n i z a tion a lcha r to ft h ei n s t i t u t i o n ,t h ep a t te r n so ff i n a n c i n g ,t h e e a~ sy s t emfo rf a cu lty, f u n c t i o n a l ac tiv i t i e s andr e l a t i o n s h i p s w i t h i nt h ei n s ti t u t i on andw i t h or g a ni z a t ion sb eyond . I ti st r u eth a tw eh av e ex am p l e so fe f f o r t si nt h i sd i r e c t i o n , b u tt h ey a re f r agment a r yan d .i n c o mp l e t e . W e do i n d e e dn e ed com p re h e n s i v e mod e l s o f tzh a ' t mi g h tb ed e s c r i b e da sa c o n t i n u i n ge d u c a t i o nu n i v e r s i t y . T oq u e t eP re s i d e n tWh a r ton o fM ich ig an S ta teU n i v e r s i t y : "L i f e l o n g edu ca t i o ni sa f a c e to ft h eedu c a t i o n a le n t e r p r i s ewh i ch h a sb e end i s..· cu ssed f o ry ea r s but nos i ng l ein st i t u t i o nh as e v er m a det h ein te l l e c t u a l i n v e s t m en t n e cess a r ytoe f f e c t i v e l yi n t e g r a tet h i sf u n c t i o nin t ot h e u n i v e r s i t yst r u c t u r e . " Und e rP r e s i d e n t Wh a r to n ' sl e a d e r s h i p ,and w it h ag ran tf romou r Fo u n d a t i o n ,M ichi g a nS ta t eU n i v e r s i t yi snowu n d e r t a k i n g t h i st a s k . We n e edmo r e su cham b i t i o u s andcomp r eh en s iv ei n s t i t u t i o n a le f f o r t s . (2 ) C r e a t i v i t yi np r o b l em o r i e n t e dp rog r am s ,i na d d i t i o nt ot h emo r e t r a d i t i o n a ld isc i p l i n e o r i e n t e da p p r o a c h . Mos tp rob l em s wh i ch con ce r nou rs o c i e t ya r e com p l e x ,i n t e r r e l a t e d , mu lt i d i s c i p l i n a r y ,d i f f u s e ; onth e con trar y ,t h es o l u t i o n sw e con t r i v e a r eu s u a l l yh i g h l ys p e c i f i c ,p r o s c r i bed ,s im p l i s t i c . T h i sd i c h o t o m y �9 b e tw e ent h en a t u r eo fp rob l em s and s o l u t i o n si sa m a jo r s o u r c eo f f r u s t ? a t i o na ~ f a i l u r e . A s ex amp l e s ,c o n s i d e rou rc o n c e r n sw i t hh e a l t h c a r ed e l i v e r y , 'W i tht h ev i a b i l i t yo fo u r 10 c a :L p o l i t i c a li n s t i t u t i o n s , w i t ht h ee f f i c a c yo fe l em e n t a r y s e c o n d a r ye d u c a t i o n . C o n t i n u i n g edu c a t i o n~esour es f romt h r o u g h o u tt h eu n i v e r s i t yand sy s t emmu s tb em o b i l izedt od e a l ina comp r eh en s iv eanda d e q u a t ew a y su chi s s u e s . ~t (3 ) C r e a t i v i t y~ o~ a at o s wo rk w i t ht h ei n f o rm a ln e two rk o fc o n t i n u i n ge d u c a t i o n H e r eI m e anv o l u n t a r ya g e n c i e s ,s e r v i c eo r g a n i z a t i o n s , commun i ty i n s t i t u t i o n ssu cha sl i b r a r i e s ,mu s eum s , a r tc e n t e r s ,~ ~ u e ur es i t ' s t r u et h a tc o n t i n u i n ge d u c a t i o na c t i v i t i e so fu n i v e r s i t i e s c u s t om a r i l yi n c l u d ec o n t r a c t sw i t h su che n t i t i e sa st h e s e ,su chi n t e r r e l a t i o n s h i p sa r en e i t h e ra ss y s t em a t i cn o ra s comp r eh en s iv eRS t h e y s h o u l db e . e l o p i n gl (4 ) C re a t i v it yi nc1ev i n k a g e sb e t l r e en t h efo rm a l( t r a d i t i o n a l u n d e r g r a d u a t e , andg r a d u a t ed e g r e eo i -L e r r te d)and in fo rm a l_t e a c h i n g p rog r am s . U s u a l l yt h e s et e a c h i n ga c t i v i t i e sa tt h eu n i v e r s i t yexis t s i d eby s i d ev i t hv i r t u a l l yno i n t e r a c t i o n . Ag a in ,t h e r ea r ee n c o u r a g i n ge x c e p t i o n s . A r i J ion C o l l e g eh a sl aun ch edan i n n o v a t i v e"Exp e rLm en t . s i nR e l ev an c e "p rog r am i n v o l v i n gu n d e r g r a d u a t es t u d e n t s ,c o n t i n u i n g edu ca t i o np a r t i c i p a n t sf romt h ecommun i ty , andf a c u l t y . AndI w a s p l e a s e dt on o t e Ln t h ej u s t i s s l ' e c ir e p o r to ft h eA l l Un iv e r sit yComm i t t e e on Und e rg r adu a . t eE d u c a t i o na tW e s t e rn M i ch ig an U n i v e r s i t y as i g n i f i c a n t con c e rnw i t hc o n t i n u i n ge d u c a t i o na si t r e l a t e st ot h eu n d e r g r a d u a t e t e a c h i n gr e s p o n s i b i l i t i e so ft h ei n s t i t u t i o n . Su ch i n t e r a c t i o nb e tw e en t h ef o rm a land i n f o rm a lsy s t em s" , i l lb eb e n e f i c i a lt ot e a c h e r sandl e a r n e r s a l i k e . �10 (5 ) C r e a t i v i t yi ni n t e r i n s t i t u t i o n a la r r a n g em e n t s , imp ly ingc o o r d i n a t i o n andc o o p e r a t i o n . I n s t i t u t i o n so fh i g h e re d u c a t i o nmu s tb el e s su n i l a t e r a li nt h e i re d u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l no l o n g e rt o l e r a t e t h ea p p a r e n ti n e f f i c i e n c i e so fm u l t i p l e , d u p l i c a t i v ee f f o r t s . B e tte r a s~ers mu s t b ed em o n s t r a t e di nt h er o l e sandr e l a t i o n s h i p so fun iv e r · s i t i e s ,f o u r y e a rc o l l e g e s , commun i ty c o l l e g e s p u b l i candp r i v a t e i n m e e t ing e d u c a t i o n a lg o a l s . (6 ) C r e a t i v i t yi ni d e n t i f y i n gs p e c i f i ct a r g e ta u d i e n c e si nv a r i o u ss e t t i n g s . W i th som ea u d i e n c e s , ex emp l a rye f f o r ti nc o n t i n u i n ge d u c a t i o nc anbE c i t e d ;o t h e ra u d i e n c e sa r ev i r t u a l l yo ra b s o l u t e l yu n r e a c h e d . No -on e 1.'10 111d a d v o c a t et h a ta u n i v e r s i t ys h o u l db ea l lt h i n g st oa l lp e o p l e . Bu ts h o u l dn o ti n s t i t u t i o n so fh i g h e re d u c a t i o nbe ch a rg edw i tl1 s treng then inga l lo fe d u c a t i o n -w i t hc r e a t i n gn ev i n s t i t u t i o n a lfo rm s i f t h e ya r en e ed ed ,n u r t u r i n gth em ,p r e p a r i n gp e r s o n n e l ,e v a l u a t i n g t h e i re f f e c t i v e n e s s ,and d e v e l o p i n gm o d i f i c a t i o n st h a te d u c a t i o n a l n e ed sm ay b eb e t t e rm e t ? (7 ) C r e a t i v i t yi nt h eu s eo fn ew t e chno logy "i nl e a r n i n g . Mu ch h a sb e enm a d e o fn ewh a rdw a r e and s o f tw a r ea v a i l a b l ef o rt e a c h i n g .M any im p r e s s i v e ex amp l e so f exp e r im en t a le f f o r t sc anb ec i t e d . Bu tc h a r a c t e r i s t i c a l l y , t e a c h i n gt e n d st ob emo r eo ft h es am eo l dt h i n g . Th ec h a l l e n g ei nt h e u t i l i z a t i o no fn ew t e c h n o l o g ya p p e a r st ol i e w ith t h ehum an i n g r e d i e n t . V I W e l l . l ' v en o ts a i dmu ch t h a t I Sn ew . Th ep rob l em i nc o n t i n u i n ge d u c a t i o n i st h a t ,wh en a l li ss a i dandc lon e , mo r eu s u a l l yi ss a i dt h a ndon e . To p u ti ti nmy boyhoodv o c a b u l a r y , "W e know howt of a rma who l el o tb e t t e rt h a nw e ' r ef a rm i n g . " �11 Mos t of the r equ e s t s our Foundation receives in continuing educat i on have goals of findi ng out morF:' a"bout a problem, of comp:'eting another study as a basis for possible a ction , rather than really doing something about it , based upon the wealth of knowledge and experienc e cur r ent l y availab l e to us. With r e f er enc e , t he r e f or e , to a systematic implementat ion of the concept of lifelong learning--the needs are apparent, we have the kn ow-how for substantial progress , we need only get on with it! On thF:' oc casion of this dedi c at ion of your Kel l ogg West, we wish yo u of the State College System well in your efforts . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1971-12-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Continuing Education: A Look to the Future Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given December 6, 1971 for the W. K. Kellogg Foundation at California State Polytechinic College for the dedication of Kellogg West. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1971-12-06 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/60e0d19edc9025f9d0205584bb71ae0f.pdf 0b1dea11b6e294347a8761c1f13efbfc PDF Text Text / G'~ Re~~r ks by Dr. Russell G. Mawby Preside Lt, W. K. Kellogg Foundation at the Dedication o~ the Center for Contiuuing Education Columbia University New York, New York .,/ .,- Ma r ch 29, 1972 I I welcome this opportunity to participate in the dedication of this Center for Continuiug Educat i on . There i s no need for me to comment in detail on t his handsol1.e fac ility, for all who are here must be impressed a s I am with the new home of t he School of International Affairs, of which this Center is a part. I would only add my co~pliments and congratulations to all who have had a part in this accomplishment--members of the Board of Trustees, officers of the u ni v e:cs ity , and memb er s of the Faculty. And I would pay special tribute to Dean Cordier whose visionary, persistent, and effective leadership have been princ ipally responsible for transforming dr eam to reality. L, ~ II I The W. K. Kellogg Foundation, more than any other private foundation, is identified with the concept of Continuing Education : / c This term, like s o many ot h er s, i s s ubject t o various de f ini t i ons and i nt erpr etations whi ch I do not choose to belabor. I would simply indicate that in our thinking, continuing education relates par t i cul ar l y to university-based, non-credit, non - deg r e e programs of education. Very often the identification of this - ?ot<.l1da-c.ion with Continuing Education is particularly with residential centers, like this and the nine others we have assisted over two dec ades: �2 ig anS t a t eUn iver s ity M i ch 1951 i v er s i tyo Un fG eo rg ia 1957 v e r s i t yo U ni fN e b raska 1961 Un i v e r s i t yo f Ok l ahom a 1962 Un ive rsi t yo f Ch ic ag o 1963 i v er s i t yo o tre D am e Un fN 1965 Oxfo r dUni v e r s i t y(En g l and ) 1965 N ewE ngl a n d(U n i v e r s i t yo fN ew H amp sh ire) 1970 i f o r n ia S t a t ePol y t e c hn i cC o l l e g e , C al K e llogg -V oo rh is a tPomon a 1971 We , o fcou r se ,a re p ro ud o fe a ch o ft h e seC e n t e r s a n da r ep a r t i c u l a r l y p l e a s edt h a tb a sed a tle a s ti np a r tupon t h eexamp l er e p r e s e n t e dby t h e se i n s t i t u t i o n s ,t h i sid e ah a sb e enr e p l i c a t e d ,and s im i l a rr e s i d e n t i a lc e n t e r s h av eb e en e s t a b l i s h e don mo r et h a n125 c ampu s e st h r o u ghou tt h ec o u n t r y . Bu t Iwou ld e mph a s i z et h a t ,i nev e ryi n s t a n c eou r con c e rnandt h a to f - th eg r a n t e ei n s t i t u t i o n ,h a sb e en f i r s tw i t h rog r amandon lyt h e nw i t h b r i c k sandm o r t a r . E a ch o ft? l et e nF o u n d a t i o n a s s i s t e dc e n t e r sh a sb e e . 1 . d ist i n c tive i nc e r t a i np rog r@ ft f e a t u r e s . ~ e d i s t i n c t i v e n e s so ft h i s C en t e ra t Co lL l r . lb i a ,a syou .i :now ,r e l a t e st oi t si n t e g r a li d e n t i f i c a t i o n wi t hthe S choo lo fI n t e r na t i o n a lA f f a i r s . A tt h i sp o i n ti nt h eh i s t o r y o fm a n , i t se emed a p p r o p r i a t et h a ta g r e a tu n i v e r s i t yl i k eCo lumb i a; w i t h ~~ ~ ~ ~~ ~~ l l ~ ' . . . . . _ ani n t e r n a t i o n a l l yr e n own edfacu lty i nI n t e r n a t i o n a l CU ~ irs~ l o c a t e da t c r o s s r o a d so ft h ewo r ld and i nt h ehe adQ ua r te rs c i t yo ft h eUn i t ed N a ti o n s ; hou ld so m e h ow a d d r e s si t s e l fs y s t em a t i c a l l yt om ak ing i t sknow l edg e s r e s o u r c e sa v a i l a b l eandr e l e v a n tt ot h ec r i t i c a li s s u e sc o n f r o n t i n gp eop l e i nou rwo r ld n e igh bo rhood . T h i s ,i ne s s e n c e ,i st h ec e n t r a lfo cu so f �3 t h is C e n t e rfo r Co n ti n ui n gE d u c a ti o n ,t os t im u l a t esoundand e f f e c t i v e - ~ - th i nk ing on a g r e a tvar i e t yo fwo r ld i s s u e s ,t om o b iliz e f romth rougho u t t h i sg re a tu n i v e r si t y a nd ind e edf romo t h e ri n s t i t u t i o n st h r o u 6hou tt h e w o r l d know l edg e r e s o~c es t od e a l w i t hp r e s s i n g con c e rn so fm ank ind , w he the rt h eyre la tet op r o b l e m so fp o p u l a ti o n , pubL i . ch e aL t . h, human n u t rition ,e cono m i c d ev el o p m en t, p o l i t i c a lr e l a t io r . sh : : . .p s ,c u l t .u r a . l . enri '~ ~ . m ent i~ ~ ~ I I I A sw el o o kt othef u t ur eo ft h econ ce p t· o fCon t inu ing Edu c a t ion ,i t seem s gene ra lly a g r e ed t h a t : (1 ) We a re a l e a rn ing s o c i e t y . Ch ang ei son eo fth em o s t p e r v a s i v ec h a r a c t e r i s t i c so fou rt im e s . We h av e com et or e c o g n i z et h ev i t a lr o l eo fl e a r n i n gi na c comp lis h i n ganda c co mmoda t i n gt och an g e . (2 ) L e a rn ingis fo r life ,i na l li t sa s p e c t s . Edu c a t ion i se s s e n t i a lf o r a l lt h eva r i o u sr o l e so ft h ei n d i v i d u a l : - fo ro c cupa t i o n a lp r o f i c i e n c y , wh e th e ri nt h et r a d e s ,t h ep r o f e s si o n s ,o rwh a t have you ; -f o rci v i cco mp e t en c ei n~ l illin d emo c r a t i cc i t i z e n s h i p r e spo n si b i l i ti e s ; - fo r avoc a t i o n a li n t e re s t s; f o rs e l f f u l f i l lm e n tg o a l si nan i n c r e a s i n g l yco mp l ex wo r ld . (3 ) e~r~in ~n i sli e ~onG f romt h ec r a Q l e th rought h etw i l i g h ty e a r s , m y riad : O :D Sa r .d c ir cum s tan c es. I t ' st h i sl i f e l o ng d imens i o n o fl e a r n ing t owh i . ch i n s ' c i t u t i o n so fh i g h e re d u c a t i o nh av e found i t mo s t d i f f i c u l tt oa c commod a t e . �4 c t ~n in t h i sin s tance ,h ighe re du c a ti o n h a s a sp e c i a lp lace i n m ode r nsoc i e t y . U ni v e rs i ti e s( Iu s et h e te rmh e r et oi n c l u d ea l li n st i t u t i o n s o fh i ghe r edu cat i o n two ye a r,f o u r y e a r ,g radua te , pU b l i c ,p r i v a t e )a re conce i vedin ou r so c ie t yas know ledge r e s ou r ce c e nt e r s ,w ichre spo n s i b i l i tie s e a c h i ng ,re sea r c h , andse r v ice o re x t e n si o n .T y p i c a l l y , th et e a c h i ng int fth eun ive rs i ty i sdef i n e dtoo n a rrow ly,u s u a l l yr e l a ting func tiono e n tial l yto s t u d e n t s inr e s i d ence , younginag e , and i nd eg ree -or i en ted e ss p r o g r am so f st u dy. If uni v e r s it i e sa r et of u l f i l l t h e ir e d u c a t i o na l pot e n tia lins e r v ingt h eneed s and go a ls o fs o c i e t y ,they mu s t de f i n e t h etea chi n g fun c t i o n mo re c r eat i v e l y ,no tl i m it e dto cap t i v e ,on cam p us , fo r -c r e d i ts i tua ti o n s . T h i sl e ad su st ot h e con c ep to fc o n t i nu ing edu cat i o n i ni t sb r o a d e s t con c e p t u a lcon s t r u c t ; Among t h e cha l l e ng es wh ichI s e ef o ra l lw ho a r econ c e rn edw i t hl i f e l o n gle a r n inga r ethe fo l low ing : tyI "nl. ~ '~e n t . L v l (1) Cre a a v a lli~lG ~ l n c~~~ ~ t h . . f e cO: l c ep u 0f c o n t i n u i n g ed u c a t i o n N oi n s t i t u t i on o fh ighe reduc a tlon ha sr e a l l ya c c e p t e dt h ef u l l im p l i c a t i on so fthe con ce p to fl i f e l o ng l e a r n i n gand done som e t h i n g a bou ti t don e so m e th i ng abou tit i nt e r m so fth eo r g a n i z a t i o n a l cha r to ft h ein s t itu t i on , th e pa t te rn so ff i n a n c i n g ,t h er ew a rd sy s t emfo rf a c u l t y ,f u n c t i o n a la c t i v i t i e sandr e l a t i o n s h i p sw i th in th ei n s t i t u t i o nandw i th o r g an i z a t i o n sb eyond . I ti st r u et h a tw eh a ve e ~~p l e s o fe f fo r t si nth i sd i r e c t i o n , 'o i r tt : : .eya r ef : . :· agm e n t a r yan d . in co mp l e t e . We doind eed need c om - pT e l l e l l s iv emod . e l so f ' wh a tm igh tb ed e s c r i b e da sa c o n t i n u i n g edu ca t ionn - .0..... u n i v e r s i t y . �5 (2)C rea tiv ity i npr o b l e mo r ien ted n r o g ram s ,inad d i t i o nt oth em o re a d i t i on a ld isc ip l in e o r i e n t e dapp roach. tr M o s t p ro b l em sw h ich con ce rn ou rs o c i e t ya r ecom p l e x , i ~er re l a t ed , mu l ti-d isci p lin a ry, d i f fu se ; ont h econ t r a r y ,t h eso lu tion s w e con tr iv ea r eu sua l l yh igh ly spe ci f i c ,p r o s c r i b ed ,s i mp l is ti c . T h is di c hot o my be t w eenth en at u r eo fp rob lems and s o l u t i o n si sa rce o ff r u s tra t ionan df a i l u r e .A s ex amp l e s ,c o n s i d e r m a jo r sou ou r con ce r n swi t h h e a l thc a r e de l i v er y ,w i t ht h ev iab i l i t yo f po li tica lin s t i t u tion s ,w i th envi r o nmen t a l~ l it Con tin u i n g ed uca tionr e s ou r c e sfrom t h roughou t th e un i v e r s i t ym u s t be mob il i z edto dea lina com p r e h en si v eand e~ te w a y wi t h such issue s. (3)Cr e a t iv i t yin w o rk w iththein fo r n a ln e tw o rk o f con tinu ing edu ca ti o n o rga n iz a ti o n s. H e reI m ean v o l u nt a r y ag enc i e s ,s e r v ice o r g an l za t i o n s , co mmu n it yi n s ti t u t ion ssu ch a sl i b r a r i e s ,mu s e ums, EU ' t cen teL s , chu r c h e s . Wh i leit ' s t r u eth a tc o n t i nu i ng edu c a t i o n ac t i v i ti e s o fu n i v e r si t i e sc u s t o ma r i l yin c lud ec o n t a c t sw i t h su che n ti t i e sa s ta e se , SC.C}l i n t e r-re la t ion s l i ip sa r ene i t h e ra ss y s t em a t i cno r as e . comp reh en s iv e as t ? l eyshou .L db (4 ) Cr e a t i v i t yin deve lon inglinkage sb etw eent h efo rm a l ( t h et r ad i tion a l und e r g r adua te andg radua te) andin fo rm a lt e a c h ing p r og ram s . u a l l yt h e set e a ch inga c t i v i t i e sa tth eu n i v e r s i t ye x i s ts i d e-EY Us s id / w i th v i r t u a ll ynoin t e r a c t i o n . I n c r e a s edin te r a c t i o nb e tw e en th e fo rm a land in fo rm a ls y s t e m sw i l lb eben ef i c i a lt ot e a ch e r s and l e a r n e r sa l i k e . �6 (5) C re a t i v i tyi nin t e r i n s tit u t i ona la r rangem en ts, im p : i . y i : t 1 gcoo r -da .n a tion an dc o o p e r a t i o n . I n s t i t u t i o n so fh i g h e r edu c a t i o n~ st b el e s su n i - l a t e r a lint h e i red u c a t i o n a la c t i v i t i e s . S o c i e t yw i l l LO l o n g e r t o l e r a t et h e app a r en ti n e f f ic ienc ie so fmu l tip le, dU ) l i c a t i v e tIfo r ts. B e t t e r an sw e rs m us tb ed emon s t ra t e di nt h er o l e sanQr e l a t i o n s h i p s o funi v e r s i t i e s ,f o u r y e a rc o l l e g e s , commun i tycolle es p~ lic ~ pr i v a t e i nm e e t ing edu cat i o n a lgo a ls. (6 ) Cr e a t iv i t yi ntheu s eo f newte chnologyi nl e a r n i n g . M uchh asb e en m ade o fn ewha rdw a r e and s o f tw a r ea v ailab lefOTt e a c h i n g . M an y im p re ss ive e x amp l e so fexp e r i m en t a le f f o r t sc anb e ci t e d . Bu t cha rac te rist i ca lly, t e a c hi n gt e nd st ob emo r eo ft h esam eo l dt h i n g . - Th e cha l l e ng einth eu t i l i z a t i o no fn ewt e chno logyapp e a r st ol i e ~~ , w i t ht h ehum an e~nt IV Inc l o s i n g , Ir e c a l lt h e s ewo r( ; . so fW . K .K e l logg ,I IEdu c a t iono f f e r st h e g rea tes to pp o r t u ni t yf o rr e a l .L yl l : l p :L" ov ingon eg e n e r a t i o nov e r ano t h e r .11 I n th et o t a lfa b r i co f ~~ n end e a .vo r an d . con c e rn ,c e r t a in l ynon er ank sm o re im p o r tan tthant l l a "C wh i c hd e a l sw i t hm an 's r e l a t i o n s h i p sw i th m an i nou r wo rl dco mmuni t y .I nt h eu l t i m a t es e n s e ,t h eq u a l i t yo fl i f eo fe a ch i nd iv i d ua lon e rt ~ w il l b ed e t e rm in e dbyou r pr o g r e s sinhum a .nre l tio~ s ips insom e howl e a r n i n gt ol i v eon ew i t ha n o t h e r ,w i t hd i g n i t yand .r e s p e c t ,and wi t h mu tua lcon c e rnf o ra l lr a t h e rt ~~ ....Y ' ' ' n~ e """" t t . mo r es e l f i s hi n t e r e s t so ft~e f ew . To ~ end ,t h i sC en t e ri sd e d i c a t e d . We w i sh youw e l l . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1972-03-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, Dedication of the Center for Continuing Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given March 29, 1972 for the W. K. Kellogg Foundation at the Dedication of the Center for Continuing Education at Columbia University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1972-03-29 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/e3834ea52111f70de58783f902944b3c.pdf e73a344e3e4bf863c889569fa387de3c PDF Text Text Remarks by Dr . Russel l G. Mawby , President , W. K. Kellogg Foundat io n at the De di cat ion of the W. K. Kellog g Arabian Hor s e Center Califor ni a State Polyte chni c Univers i t y , Pomona April 6 , 1974 I It is a pleasure to participate in the dedication of the W. K. Kello gg Arab ian Horse Cent er , r ep r e senting the Board of Trus t ee s of our Foun da t ion on this happy occasion. I co nv ey to you the gr ee t i ngs of our Boar d and the special greetings of Dr . Emory W. Mor r i s . Fr om the Foundat ion 's standpoint, Dr. Morris played a n especial ly s ignificant role i n t he dec is io ns and activi ties which have led to this day . During the 40 ye ars in which he has been associat e d with the Foundat i on , for 27 years a s our chi e f execut i v e offic e r until his r et ireme nt in 1970 and now as the chai rma n of ou r Board , h e was vitally involved i n t he decis ions through which the ranch be came Cal Po ly and in our providing funds for the development of t hi s new fac ility . He ve ry much regr et s that he c an not be here today and asks t hat he be rememb e r ed to his many fri ends and to all who are i n attenda nce . II A dedication program i s fut urist ic by defin it ion, a forward l ook i ng occasion . But as we dedicate thi s handsome new fa c ility and l ook to the future , it is i mpo r t a nt to look bac k to t he he r i t a ge of this pla ce an d these horses . W. K. Kellogg established the Kellogg Company in 1906 and began coming to California for the winter months in 1920 . He developed an interest i n �2 Arabian horses and i n the mid 1920 's aCQui red 800 plus acres of l a nd and beean bu i lding h i s l ov e l y ranc h estate- - the big hous e on th e hill, the smaller hous e fo r f amily members , the gardens and ponds, the stables and pastures , the or ch a rds - -and the developme nt of the Ar abian h e r d , as s emb l i ng select anima l s from the Uni t ed States and import s from ab ro a d , e special l y f rom La dy Went wor t h ' s Crabbet Park Stud in Engl an d. Th e Sun day s hows, which became a t radition i n Southern California . were started soon the reafter , with t he s how a rena c on s truc t e d i n 1930. Mr . Kelloeg loved the r a n ch, not on ly becaus e of its beauty and because i t was the perfec t home for h is Arabian s , but also because i t was " home" for a number of years fo r his son Kar l and fam ily , a nd daug ht e r Beth a nd h e r fam i ly . A numb e r of his grandchildr en spent the ir early y e a rs here on the ranch . As a part of t he colo rful h eri t a ge, ma ny famo us guests v is ited the ranch : Colonel Lindberg , Madam Schumann- Heink , Clara Bow , Gary Cooper, Laur a LaP lant , Ol i v i a DeHav ila n d, Dougl a s Fairb a nk s, Mary Pi ckfor d , Wallace Berry, Mar lene Di et r i ch , the Ou r Gang kids, Will Rogers . Rudolph Val ent ino used the great hors e , J a da an, in several movies and Tom Mix rode Kellogg Arab ians i n several Tour n ament of Roses parades . Thus , t he ranc h from its earliest days - -in several ways - - helped to popular iz e and imp rove the Arabian breed . II I In 1932, the ranch and the horses were g iven to the Uni v e rsity of California , Davis , for their r e sea r c h and demonstration programs in a gr i c ulture. Mr. Kel logg reserved on ly 50 acres and t he r e s i de nc e s for his personal use , including certain relationsh ips with the horses . �3 When World War II came along, he a sked the University of California that the ranch be returned t o him s o that it could b e used by the United Stat e s in the war effort. Thus, during the war the Army used th e ranch and horses as a ca va l r y remount s tat i on an d as a t raining cent er f or dof,s o f the K-9 Corps. IV After the war, the Army had no further use f or the ranch and tran sferred it t o th e U.S. Department o f Agriculture. The USDA, deciding that it had no use for the ran ch and inadequate budget s t o maintain the program here, declared the ranch surplus in 1948 and turned it ove r to the Gene r al Service s Administration f or di sposal. With the help of ma ny people, including l ocal leaders in Pomona, in this Coun t y and in the State of California, and l overs of Arabian horses. and helped by the interventi on of members of Cong r e ss , including Senat or Knowland and Cong r e ssman Richard M. Nixon, and Se cretaries of Agriculture Cl i nto n Anders on and Cha r l e s Brannon, Mr. Kellog g and Dr. Morris suc ceede d in having the ran ch returned t o the Foundati on with the understanding that it would be used f or t h e benefit o f the people of California. Many al t e r na t i ve us es f or the property were con sidered. In 1949, the ranch was de eded t o the St a te of Cal i fo r n ia "to be u sed f or oc cup at io nal training con sist ent with the phil osophy and ob j ect i ve s o f Cal i f orn i a State Polytechnic Col lege . " Thus began thi s campus. Si nc e Cal Poly had pro gr ams in agriculture, including animal scienc es, t he de e d included the provis o t hat the Arabian herd would be maint ained a nd t he Sun day shows would be continued, f or a p eriod of 2 5 year s (throu gh �4 1975), with the College then free to make a dec ision regarding the future of th e Arabian prog r am. As th e campus gr ew, f ar exceedi ng earlier expectat ions, i t soon bec ame apparent that the horses would have to be relocated . Thus , under the l eader- ship of Chancellor Dumke and the trustees of the Cal ifornia State University a nd College System , and President Kramer and other offic ials at Cal Poly , pl ans for t he s e new fa ci liti e s we r e dev e lope d as a par t of the Unive rs ity 's master plan . The officials of this University and the trustees and officers o f the System regard the Arabians as an important and unique feature o f Cal Poly and, thus, to insure that the Arabian program might continue t o be a par t of t hi s i n st ituti on, th ey app roac hed th e Foundatio n f or support i n t h e development of t he new stables . This abbreviat ed chronology leads u s t o today . I t seems s ignificant to remembe r that the ranc h a nd th i s he rd of Arabi ans are approaching the golden anniversary- -5 0 years since Mr . Kel logg f i r s t began a ct ivit i es here . One hal f of th at hal f cent ury represent s the Cal Poly y e ar s. And it is excit ing to realize that today marks the beginning of another era, a commitment that the Arabians wi ll be a part of Cal Poly into t he future . v A great many people have been a pa rt of this effort. On behalf of the FOllildation , I would mention a few : Fi r st, W. K. Kel logg , a man of vi si on and f oresi ght an d wit h t he rar e capacity for turning dreams into tangible real ity ; Dr . Emory W. Morr is , Mr. Kel logg 's val ue d colleague and the long-time l ea de r o f the W. K. Kellogg Foundat i on; and th e f ormer p res ident of Cal Pol y, Dr . Jul ian McPhee , an �5 unusual educator and administrator. These three visionary leaders made the initial commitments. Se co nd , key o f f i c i a l s of the California Univ ersity and College System; The Board of Trustees, Chancellor Dumke, President Kramer, Dean Beckett, and others. This Arabi an horse program i s different, truly uniQue, and many educational leader s would have f ailed to see it s usefulness an d appropriat en ess in the life o f an academic institution. Without their suppor t , nothing could have happen ed; b e ca use of their vi sion and enthusiastic support, this uniQue dimen sion of educ ation has fl ourished. Third, the Arabian Advisory Committee. This group, with those present and those who have s e r ve d in e a r l i er y ear s, has played a key r ole in improving the Cal Poly herd, st r eng t he ni ng t he program in many ways, and fulfil ling Mr. Kellogg's ob j e ct i v e that the Kellogg Arabians would help popularize and contribute to the improveme nt of t he bree d . We a re gr at eful indeed f or their coun sel, service, a nd vari ed contribution s. Finally, Norman K. Dunn, the coordinat or of the Ar abian program, his staff, and the students of Cal Poly f or whom the whole progr am exists. To Norm, Chuck, Allison, Sa ndy , Nancy, I expre ss my congratulations f or th e tremendous j ob you do as staff members of this Center. We are fortunate indeed to have your leadership, Nor m, and t he teamwork and dedi cat e d contributions of all of the s t a f f . And I would espe cially commend the s t udent s , who do such a great job in working with, training, showing, cleaning up a f t e r , loving the se horse s. I predic t that as your lives unfold, s ome o f your f onde st memori es will be o f these days at Cal Poly with t he Kellogg Arabians. �6 VI Mr. Kellogg loved t h i s ran ch an d the se horse s, but hi s gr eatest conc e rn was f or people. He often said, "Education offers the g r eat e s t oppo r t unity f or real l y improving one generation ove r another." Nothing would pl e ase him mor e than t hat his b el oved r anch is now th e campus o f a fine Univer sity-a nd t hat th e Kellogg Ar abians are s uc h an int egral part o f the life of t he Uni versity and its academic program. Therefore, in the s p i r i t which led t o the establi shment of the ran ch and this herd, and in t h e spirit in whi ch the r anch became Cal Poly, I am plea se d on behalf o f the W. K. Kellogg Founda tion t o present this new Arabi an Horse Center to Cal Poly and t o the California State University a nd Colleg e Syst em- - a nd , through th em, t o t he people o f this gr e at St ate of Cal i fo r n i a . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1974-04-06_RMawby_SPE Title A name given to the resource Russell Mawby speech, Dedication of the W. K. Kellogg Arabian Horse Center Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 6, 1974 for the W. K. Kellogg Foundation at the dedication of the W. K. Kellogg Arabian Horse Center at California State Polytechnic University. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society family Foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1974-04-06 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/97507b46a0ac405a11aaadce680a4e8d.pdf 3b94b4baff8cdf8c1dcbfc4b329688ab PDF Text Text RGM's Remarks (Welcome/Introduction, Panel, and Closing) for September 28, 1989, Michigan Educators,~~Qnfeye ce, "Education in Philanthropy and Volunteerism" ' ./ at Kellogg Center, MSU 111N • STATEWIDE EDUCATORS' CONFERENCE • ~ \. ~-&- .~ THANK YOU JOHN, AND WELCOME TO ALL OF YOU. liT IS APPROPRIATE THAT WE SHOULD BE MEETING TODAY IN THE NATION'S FIRST UNIVERSITY BUILDING CONSTRUCTED SPECIFICALLY FOR THE PURPOSE OF CONTINUING EDUCATION, FOR THAT IS ONE OF THE QUESTIONS WE WILL CONSIDER TODAY AS WE PLACE THE SPOTLIGHT ON PHILANTHROPY, VOLUNTEERISM, AND NONPROFIT INITIATI ~ I WANT TO THANK THE IMPROVING PHILANTHROPY COMMITTEE OF THE COUNCIL OF MICHIGAN FOUNDATIONS FOR THEIR HARD WORK IN PLANNING AND IMPLEMENTING THIS CONFERENCE. THE REPORT THAT YOU HAVE RECEIVED: "PHILANTHROPY AND VOLUNTEERISM: STATE AND NATIONAL TRENDS AND OPPORTUNITIES FOR MICHIGAN" DEFINES THE SCOPE OF THE NONPROFIT SECTOR AND ITS IMPORTANCE IN ALL OUR LIVES. I WON'T COMMENT FURTHER ON THE REPORT, BUT I WOULD LIKE TO REINFORCE ITS STRESS ON THE IMPORTANCE OF THE SECTOR BY SHARING WITH YOU A COUPLE OF STATISTICS UNCOVERED BY PETER DRUCKER, THE NOTED MANAGEMENT CONSULTANT, DURING HIS STUDY OF NONPROFIT ORGANIZATIONS. FIRST, ALL --.-. CITY PUBLIC SCHOOL SYSTEM HAD A BUDGET OF $5.9 BILLION IN 1988. THIS IS LARGER THAN THE BUDGET OF GENERAL MILLS, AND NEARLY TWICE THAT OF APPLE COMPUTER. ;r~ TIME PERMITTED, THERE ARE A NUMBER OF OTHER EXCELLENT EXAMPLE S IN THI S SEC TOR THAT DESERVE MENTION ... NOR IS THERE / ~ TIME TO FU LLY DI SCUSS THE SEC TOR'S IMPACT UPON THE CHARAC TER AND THE ' / . QUALITY jOF LIFE AT THE COMMUNITY LEV~ I TH 2.-~.~!0~ ..l".l.~~ _~~ ~ /; HAT THE SECTOR IS LARGER AND MORE SIGNIFICANT THAN MOST REALIZE. / IT WAS I }. I =':. \ v- ' ' ,..s>-~ ~-<.L, .~ _..1: _ J tf.-t. ~. ~~.~. j_~~ '1- ~ _~t.. ' ,,,;,9. 0 ~~ t..\ \',-",",. b'. . .. ~!\. . ~ ~ '¥" ~'(.... . .AA • : .iI. fi'. ""'<A.A;;'" ...... _.... \~- _.~~ I ... I 0...- ......\, . �, . ~ .\ ~ .~ . ~ c rr~~ 2 / /~ , ' I -~-\ W ITH TH IS CONV ICT ION THAT THE CMF BOARD ,)N1986 , REATED THE IMPROV ING PH ILANTHROPY COMM ITTEE . OUR ~ HAR E / WAS TO EXAM INE THE ~o . CURRENT STATUS OF PH ILANTHROPY IN THE/STATEOF M ICH IGAN ,v IDENT IFY / AREAS IN WH ICH WE COULD DO ETTER ~ AN TO RECOMMEND STEPS FOR IMPROVEMENT . WE QU ICKLY FOCUSED/ONTHE SUB JECT OF EDUCAT ION IN PH ILANTHROPY AND VOLU t \ ITEER ISM .j ; ;ANUMBER OF PEOPLE HAD OP IN IONS ABOUT THE STATUS OF EDUCAT ION IN THESE AREAS IN M ICH IGAN -BUT NO ONE HAD ANY HARD DATA . THEREFORE , THE COMM ITTEE CONDUCTED THREE SURVEYS IN ORDER TO SECURE THE INFORMAT ION THAT WAS LACK ING . - - -_ . -" . THE F IRST SURVEY WAS SENT TO EVERY-T~( j.l UN IVERS ITY IN M ICH IGAN . ~- ~ E r t - C;~ --~-~ fl2.~ ;~'E s R D ISCOVERED THAT THER ~ ' J__ • - .-------_.-' f·. COLLEGE AND ER~ NO FORMAL ~ ~ ~ . DEGREE PROGRAMS IN PH ILANTHROPY AND VOLUNTEERISM IN THE STATE , BUT THAT SEVERAL INST ITUT IONSOFFERED COURSES OR EXPER IENT IAL EDUCAT ION IN THESE AREAS . SEVERAL OF YOU IND ICATED TO US THAT YOU HAVE FACULTY AND STAFF THAT WERE INTERESTED IN THESE TOP ICS , AND IN MANY CASES YOUR STAFF HAVE ORGAN IZED VOLUNTEER ACT IV IT IES OUTS IDE OF THE SCHOOL 'S FORMAL CURR ICULUM . THE SECOND SURVEY WENT TO THE CMF MEMBERSH IP , WH ICH THEN STOOD AT 2 20 (WE NOW HAVE 2S ] ~ MEMBERS ) . ITSRESULTS CONF IRMED OUR BEL IEF THAT THERE WAS W IDESPREAD INTEREST IN PH ILANTHROPY AND VOLUNTEER ISM AMONG M ICH IGAN 'S FOUNDAT IONS AND CORPORATE G IV ING PROGRAMS . A SUBSTANT IAL NUMBER WERE ALREADY MAK ING GRANTS IN THESE AREAS,AND ASO L IDMA JOR ITY IND ICATED INTEREST IN LEARN ING MORE ON THESE SUB JECTS . �~ ~ I'- , ~~ A I ' p . . . / "'- ~ . (""~ . - ,Y / j / v THE TH IRD SURVEY TARGE1ED A SELECTED GROUP OF NONPROF ITS ACROSS THE I STATE . THEY TOLD US THAT EDUCAT ION IN PH ILANTHROPY AND VOLUNTEER ISM WAS A DEF IN ITE NEED/ANDTHEY WERE W ILL ING TO CONTR IBUTE SOME OF THE COSTS FOR THE IR EMPLOYEES . FURTHER , THE IR NEEDS RANGED OVER A W IDE VAR IETY OF TOP ICS , FROM BOARDSMANSH IP TO PERSONNEL TO VOLUNTEER MANAGEMENT TO STRATEG IC PLANN ING . G IVEN THE FACT THAT THE PROV IDERS NEED THE EDUCAT ION , AND THE COLLEGES AND UN IVERS IT IES ARE INDEED CAPABLE OF PROV ID ING IT , OUR MOST EFFECT IVE ROLE AS FUNDERS APPEARS TO BE THAT OF FAC IL ITATORS . IN THAT SP IR IT WE HAVE ORGAN IZED TH IS CONFERENCE . WE HAVE NO PRECONCE IVED AGENDA , ~ \j ~"PLAN ~ OF ACT " ~---. ON .I ' - .A-~ ~ l • - ~ \f-" ' .."" WE HAVE BROUGHT TOGETHER SOME OF THE LEAD ING NAT IONAL EXPERTS ON PH ILANTHROPY , VOLUNTEER ISM , AND NONPROF IT IN IT IAT IVETO LEAD OUR D ISCUSS IONS . WHETHER TH IS LEADS TO ANYTH ING ELSE ISENT IRELY UP TO v ;__ u y.~~ . _ ~ ~l. oc..-~""'~ ~ . .~~_ _ . 4 . OUR KEYNOTE SPEAKER IS AD IST INGU ISHED PROFESS IONAL WHO HAS SPENT H IS \ ,,~ ENT IRE L IFE WORK ING IN , A® F IGHT ING FOR , THE NONPROF IT SECTOR . HE BEGAN H IS CAREER AS ACOMMUN ITY ORGAN IZER FOR ASCHOOL AND REHAB IL ITAT ION CENTER FOR HAND ICAPPED CH ILDREN . FROM 1 954 TO 1966 , HE WORKED FOR THE AMER ICAN HEART ASSOC IAT ION , THEN SPENT THE NEXT 1 2 �4 YEARS AS THE NAT IONAL D IRECTOR OF THE MENTAL HEALTH ASSOC IAT ION . BR IAN THEN SPENT TWO YEARS AS THE CEO OF TWO ORGAN IZAT IONS : THE NAT IONAL COUNC IL ON PH ILANTHROPY AND THE COAL IT ION OF NAT IONAL IN 1 980 HE OVERSAW AMERGER OF THE TWO AS VOLUNTARY ORGAN IZAT IONS . INDEPENDENT SECTOR , AND HAS G IVEN ADECADE OF SERV ICE AS .r~ FOUND ING ~ PRES IDENT . UNDER BR IAN 'S HAS BECOME THE COUNTRY 'S LEAD ING ADVOCATE LEA ER HIP ~ FOR THE NAT IONAL TRAD IT IONS OF G IV ING AND VOLUNTEER ING . ,1 5 ) ISMADE UP OF 650 FOUNDAT IONS , CORPORAT IONS , AND NAT IONAL VOLUNTARY ORGAN IZAT IONS THAT WORK TOGETHER TO GENERATE NEW RESEARCH ON THE SECTOR , ENCOURAGE THE IMPROVEMENT OF NONPROF IT LEADERSH IP AND MANAGEMENT , CREATE MUTUALLY SUPPORT IVE RELAT IONSH IPS BETWEEN GOVERNMENT AND VOLUNTARY ORGAN IZAT IONS , AND EDUCATE PEOPLE ABOUT THE SECTOR . BR IAN ISTHE AUTHOR OF SEVERAL BOOKS , INCLUD INGAMER ICA 'S VOLUNTARY ~ SP IR IT , PH ILANTHROPY IN ACT ION , ~ VOLUNTEERS IN ACT ION . HE ISALSO A VOLUNTEER H IMSELF , SERV ING ON NUMEROUS BOARDS AND COMM ISS IONS . / LAD IES AND GENTLEMEN , IG IVE YOU BR IAN O 'CONNELL . / J JO /RG / ~ \ l~ r ~ V ~ . ~ N.. 1 '0. L2.....~_..-. ~ ~ . :~~ I I _ _ , W"weoo- ,..,..~ r • , . . . . . . ,I r ' _. . . . . ~ ' " f 1 ~ \ . . . I , , 4 . f " ' ..f1.,A . S t \ . ~l ~ . • ~~~' ~ - I ~cn- - . ' . _ ~ r . . -"_ . . ~- , . . . . . . . . . . . . . - �.: .~-'S/ I I ~ /"6' ~- ~; ~ c ' ~ / / J , I ' ., I / / J l ~ I Q f I f ( r ~ . , �SUB JECT : BR IEF INTRODUCT IONS FOR SEPTEMBER 28 PANEL ISTS DELWYN DYER ISPROFESSOR AND D IRECTOR , CENTER FOR VOLUNTEER DEVELOPMENT , EXTENS ION D IV IS ION , V IRG IN IA POLYTECHN IC INST ITUTEAND STATE UN IVERS ITY , IN BLACKSBURG , V IRG IN IA . tA- ~e- ~ EL ~EARNE A PH .D . IN SOC IOLOGY AND ANTHROPOLOGY FROM M ICH IGAN STATE UN IVERS ITY , AND WAS FORMERLY A PROGRAM LEADER , 4 -H PROGRAMS , HERE AT MSU ..DEL ISALSO THE PAST PRES IDENT OF THE ASSOC IAT ION OF VOLUNTARY ACT ION SCHOLARS . V IRG IN IA HODGK INSON ISV ICE PRES IDENT , RESEARCH , INDEPENDENT SECTOR , ~ . AND EXECUT IVE D IRECTOR OF THE NAT IONAL CENTER FOR CHAR ITABLE ~ STAT IST ICS . SHE EARNED APH .D . IN H IGHER EDUCAT ION FROM SOUTHERN ILL INO ISUN IVERS ITY . SHE HAS AUTHORED MORE THAN 2 0BOOKS AND ART ICLES ON PH ILANTHROPY , VOLUNTEER ISM , AND THE NONPROF IT SECTOR , INCLUD ING G IV ING AND VOLUNTEER ING IN THE UN ITED STATES : A NAT IONAL SURVEY AND D IMENS IONS OF THE INDEPENDENTSECTOR : ASTAT IST ICAL ~ V- ~ PROF ILE . HER LEADERSH IP IN THE STUDY OF NONPROF ITS HAS CAUSED MER ~ ~ ~ E 4. .-J AS THE "NONPROF IT P IED P IPER . " KATHLEEN MCCARTHY ISPROFESSOR AND D IRECTOR OF THE CENTER FOR THE STUDY OF PH ILANTHROPY AT THE C ITY UN IVERS ITY OF NEW YORK . SHE EARNED APH .D . IN H ISTORY FROM THE UN IVERS ITY OF CH ICAGO . SHE IS THE AUTHOR OF NUMEROUS BOOKS AND ART ICLES ON THE SUB JECT OF NAT IONAL AND INTERNAT IONAL PH ILANTHROPY . A FORMER EMPLOYEE OF THE ROCKEFELLER FOUNDAT ION , SHE ISTHE FOUNDER OF THE INTERNAT IONAL FELLOWS PROGRAM , WH ICH BR INGS YOUNG LEADERS FROM FORE IGN NAT IONS TO AMER ICA TO LEARN ABOUT AMER ICAN PH ILANTHROPY . ~ ~\; ~ . . . . . ~~~ t~~-.. ~~ ~ ~ .e ...Q.... ' I-~ ~ ~ Yt-<.. . . . : , . . ( ( . ...,J};. . . .PLu . ..~....-~. ~ t ~ ~ e . . . f 4 ¥+ £ ~~--- ..Qt"'~ t t -~cr- " " ~~ Q -J ). . . . . . . . . .~--...... ~.~~ ~ 2~ . ~_ . . ~ ~ ..o... .. l $ ' . �~~.~. E2.~-. .. ~ 4 ~;~ - - A -~" ~ . . .- ~~ ~ DUANE BEAUCHAMP ISTHE D IRECTOR OF H ILLSDALE COLLEGE 'S GREAT OPPORTUN IT IES FOR ASS ISTANCE AND LEADERSH IP (GOAL ) PRO JECT . TH IS IS A STUDENT VOLUNTEER ISM AND LEADERSH IP PROGRAM FUNDED BY THE W . K . KELLOGG FOUNDAT ION . ~N E AMASTERS IN D IV IN ITY FROM NASHOTAH HOUSE SEM INARY IN W ISCONS IN . ~ BEAUC I IA t i lP ~ SERVED THE EP ISCOPAL CHURCH OF THE U .S .A . IN ADM IN ISTRAT IVE CAPAC IT IES . HE THEN SERVED AS THE RES IDENT CONSULTANT FOR THE COMMUN ITY SERV ICE BUREAU OF DALLAS , TEXAS , SPEC IAL IZ ING IN FUND -RA IS ING FOR PROGRAMS FOR THE DEVELOPMENTALLY D ISABLED . ~ILL s ~ J JO /RG I I IN r~ '~ ~ ~-AH Et AM ,t9 38 . r5Sl:JMEB -I+ I -5 t tR "R'E N T C . ' . . e :a . . . " . . �2 GEORGE ROCHE HAS BEEN PRES IDENT OF H ILLSDALE COLLEGE S INCE 1 9 7 1 . MA~ APRINCIPLE OF REFUSING TO ORM~HU MAINTAINING COMPLETE / UNDER H IS LEADERSH IP ,H ILLSDALE HAS ACCEPT GOVERNMENf"MONEY IN ANY , INDEPENDENCE FROM GOVERNMENTA) /CONTROL . DR . ROCHE EARNED A PH .D . IN H ISTORY FROM THE UNIVER I ~ COLORADO . HE ISTHE AUTHOR OF TEN BOOKS , RANG ING FROM EDUeAT ION" INAMER ICA TO A NOVEL , COM ING HOME_. / HE IS ALSO THE FOUNDER OF TWO FORUMS FOR D IALOGUE ON THE SUB JECTS OF IND IV IDUAL LI / ER ~ , / L IM ITED GOVERNMENT , AND FREE ENTERPR ISE , THE CENTER FOR CONSTRUCT IVE ALTERNAT IVES , AND THE SHAVANO INST ITUTE FOR NAT IONAL LEADERSH IP . ~ IRECTOR OF THE COMMUN ITY SERV HENRY RUB IN ISTHE D ICE MANAGEMENT CERT IF ICATE PROGRAM AT ROOSEVELT UN IVERS ITY . HE EARNED A PH .D . IN ~ EDUCATIONAL ADMINISTRATION FROM NORTHWESTERN UNIVERSITY. DR . RUB IN ISTHE AUTHOR OF NUMEROUS BOOKS AND ART ICLES ON NONPROF IT ADM IN ISTRAT ION AND ETH ICS . HE CO -CHA IRS THE CLAR ION CONFERENCE FOR THE D ISC IPL INE OF NONPROF IT ADM IN ISTRAT ION . J JO /RG �:J- ~-l o~ o .~ _ i I t ...Q-~ _ .L ~ »' . - . _~ ,< : . �tv .J (;) .c: QUESTIONS FOR PANEL The first question is the "so what" question. Why is it important to study volunteerism and philanthropy? How do such studies fit into the traditional mission of the university -- teaching, research and public service? Does it make sense to teach philanthropy and volunteerism as a discrete course, or should its concepts be broadly integrated across the curriculum? How can we interest the faculty in these subjects, and get them involved in teaching these areas? Is it possible to gain the faculty's commitment without changing the university's reward system? What are the best examples of programs for the study of philanthropy and volunteerism? Should we attempt to build a standardized curriculum, or should we "let a thousand flowers bloom?" Is there a logical departmental home for the study of philanthropy and volunteerism? 9. .- Should training in philanthropy and volunteerism be vocational? To what extent should education in philanthropy and volunteerism employ experiential techniques? Is "required volunteerism" a contradiction in terms? What is the biggest impediment in the way of developing programs? What are the l;adin g professional organizati9ns in this field? Where are the gaps in the knowledge base? What are the opportunities for publication in these fields? Have you encountered any internal institutional resistance? (~ \V G Is there real demand for such a program among the students? If so, is it strongest among undergraduates, graduate§1/ students, or continuing education students? What are the future opportunities in these fields? JJO!rgl086N:45 �CLOS ING REMARKS STATEW IDE EDUCATORS ' CONFERENCE THE "EDUCAT ION IN PH ILANTHROPY AND VOLUNTEER ISM " CONFERENCE ISNOW DRAW ING TO A CLOSE , AND ITH INK ITHAS BEEN A VERY PRODUCT IVE DAY . WE OWE AGREAT DEBT OF THANKS TO BR IAN O 'CONNELL , WHO PROV IDED ACLEAR OVERV IEW OF THE IMPORTANCE AND THE STATE OF THE SECTOR , AND ABLY LAUNCHED US IN THE R IGHT D IRECT ION . OUR F IVE PANEL ISTS , DELWYN DYER , V IRG IN IA HODGK INSON , KATHLEEN MCCARTHY , ' "1 )" ' -. - E-eR~HE, AND HENRY RUB IN , GENEROUSLY SHARED THE IR STORE OF EXPER IENCE REGARD ING THEORY AND PRACT ICE IN THE F IELD . MOREOVER , THE IR PART IC IPAT ION IN THE D ISCUSS IONS TH IS AFTERNOON LED TO MANY PRODUCT IVE INTERCHANGES AND A H IGH LEVEL OF D IALOGUE . AND THANKS TO YOU FOR TAK ING THE T IME TO ATTEND , AND PUTT ING SO MUCH THOUGHT INTO YOUR QUEST IONS AND PART IC IPAT ION . NOW , THE NATURAL QUEST ION IS"WHAT ABOUT NEXT STEPS ? " AS ISA ID AT THE BEG INN ING OF THE CONFERENCE , THE MEMBERSH IP OF THE COUNC IL OF M ICH IGAN FOUNDAT IONS HAS NO PRECONCE IVED AGENDA OR A PLAN OF ACT ION . WE DO NOT INTEND T OI S S UEA REQUEST FOR PROPOSALS . TH IS DOES NOT MEAN _ . . _ ...~ . . _.~_. ---------,-- . THAT WE..-HAVE SU_ D E N Y_ _ LOSL INTEREST IN PH ILANTHROPY AND VOLUNTEER ISM. .D ,_ . . . .L ITDOES MEAN , HOWEVER , THAT THE BALL ISIN YOUR COURT . IFYOU TH INK THAT TH IS SUB JECT ISIMPORTANT , THAT ITMER ITS FURTHER REFLECT ION AND POSS IBLY ACT ION , THEN WE ARE W ILL ING TO L ISTEN TO YOUR IDEAS .~ UPO ~ -l R R.EELE- -"" -I-e YOU PLACE PH L THRO. f A lN D VOLUNTEERI~~ ON O f~-r-T ~ -IHEN WE CERTAINL ..R ~~ON. �2 AS FUNDERS, WE SEE OUR ROLE BEING THAT OF A FACILITATOR. IF YOU HAVE GOOD IDEAS ABOUT BETTER WAYS TO PROVIDE EDUCATION IN PHILANTHROPY AND VOLUNTEERISM, THEN WE WANT TO HEAR THEM. NATURALLY, YOU UNDERSTAND THAT FUNDERS CANNOT GIVE A nBLANK CHECK,n BUT WE CAN GUARANTEE A FAIR HEARING. AND, IF OUR PRIORITIES MATCH, WE CAN HELP YOU TO ACHIEVE YOUR GOALS FASTER -- AND PERHAPS BETTER IN ANY EVENT, NEXT STEPS ARE UP TO YOU. THAN YOU COULD ON YOUR OWN. THANK YOU AGAIN FOR MAKING THE TIME TO JOIN US, AND ADD TO OUR DELIBERATIONS. JOURNEY HOME. JJO/RG HAVE A SAFE � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-09-28_RMawby_SPE Title A name given to the resource Russell Mawby speech, Education in Philanthropy and Volunteerism Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given September 28, 1989 for the W. K. Kellogg Foundation at the Statewide Educator's Conference to discuss the importance of education in philanthropy and volunteerism. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1989-09-28 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/aa59648dc6f0b0471134644b3798ac3e.pdf 976017258f63f9f69d811db2276ddea5 PDF Text Text EDUCATIONAL PRO RAMS R TOMORRaT' S A · I CULTURE Russell r. . Me. by Vice Pre i dent - Pro ama W. K. K ~llo ~o undat i o n J we 5, 1966 To b you f or t hi s openi i nar ses s i on i s or person 1 ple ure d rofe ssion pr ivileg . Cert i nly i n r i cultur 1 c i r cl s no topic is ore timely th n th t t o lhich this Semin is dir ected . In as s as in r he r icultural s een , both do estically nd i nt rnationally, the st r ngth nin of educ tion 1 ro ams for i cul t ur to ay nd pr i or i ty challen e . tomor.o.l i s In r ec ent months I have had quent contact with Dr . Fr eh , di cuss ing mut ual i nt r es t s relatin to chnical ed ucati on in agri cul t ure . I had r .ad the SUIIIr.l y Paper and Proeee in 'S a 1 st ye ar 's Seminar in rhi ch ny of you rt ci p te . An you lOW, our Foundat i on ha prior ity ro inter at~ i n i cult ure and i n educ at ion . Mos t r cent ly have been particul rly i nter nt ed i n '~e clmic 1 ducati on &1d in t he c unity colle e d commitm nt mov ment e Ther e or , both 'bec u e of my er s onal background and bec us e of our Foundati on inter t , i t wa s i nevitabl that lhen Vern cont ct ed m I could not resi t t he 0 portuni ty to be with you on t hi s occ i on . My only re et is th t hi l e I had originally intend d t o b here t hro h t h ull S minar schedule , recent de Y 10 ents make it nec e sary f or m to mis all but t he e ly portion of t he Seminar pr o l' B a s ur d , how v 1', that I ill wa i t ith inter e t t he Pr ceedi ngs of your full d liber ations . At t he out s t I ould shar with you t he word of co endat i on I h v al ready expresse to your Plann i n~ C i ttee. 'irst, I r e seJ wi v1 de available t he 1 alth 0 opportuniti e no... or in the pr ocess of b e Inz to youn ople in Minne sota i t r e t ed in a ricultur. Representation i n t his S i nar is t he most obviou evidence of i nter st an concern f or r icult 301 educat i on with t h secondary educational 3YD~ , ax a vocat 'onal-technical s chool s , j uni or colleges, t he Univers ity of Minn s ot 3.,bus in ss and indu try , and arm i nterests 11 t i cipa ting . In few tat s could such a rang of entities i nter sted in icul t ural educ ation be i dent i fi ed . Second nd most s igni icant, and t he t uly unique characteri stic of thi meeting , is t hat r epre s entatives of all t he se int re sted ntities are meet in her e together to lork to I'd the mos t e ffecti v d ef f i cient pattern for use of source t o t h common go 10 1m roved technical educat i on pro r ams for a i cult ure . To my knowl dge nowhere els e ha s such ee ting tOGet her been a cc li sh d to t he de ee you have been ucc e s sful i n s o doing i n your S i nar I n t year and i n t his ~ sion just convenin . My compl_ ents to you u on thi s s i gni ficant stc . Fro your r i nted pr ogr am , t he urpose of t hi Seminar as s ecifi ed by yo Planni ng Commi t t ee i s t o provide bett er understandin of t he phi l os ophy, or "an i zat i on and cont nt of area vocat ional- technica sc hool and junior �- 2- c o lleg ep ro am sin ic u l t u r andth Uni v e r s i ty0 Minn e s o t atechn ic i a n p ro g r am si n r i c u l t u r e ,toi d en t i fYt h ec l i e nt e l es e rv ed byth e s ep ro a tington e ed s , coo r d in a ti o n , sh a r ede fo r t a n dtofo cu so nq u etio n sr l a n dmutu a l s s i s t a n c ea si t app li e st ot h e se p rog r am s . Th u sap t i c u l fo cu si nt h e s etwo d ay sw il l b eu pont h ea g r i c u l t u r a ledu c a t i onco n tribu tion s r e av o c a ti o n a lte c hn ic a l schoo l sandjun io r co ll e g e s. Th i s ph a s i s is o fa p a r t i c u l a r l ya p p ro p r i a t ei nli g h to ftherepo r t, "T e chnol o gyandt h eAme r ic an E co n om y, "i s s u edin F e b ru a rybyt h eN a t ion a lCommis s i onon T e chno l ogy , Au tom a tio na n dE c o nom i cP ro e s s. Ini t sd i s cu ss i on o fedu c a t i onand a i n i n ga i t re la t e sto a c i l i t t i n gad ju s tmen tto ch ang e ,t h e Comm i s s ion tr l u d e st h efo l l ow i n gre c o end t i on s : in c A. "Fo r m o s t sec ond a ry ~i ol pup lLs, vo ca tion a ltr a i n i n gsh ou ld be d e f erre d un ti f t e rh igh c hoo l. Th eh ighs ch oo l ssho u ld em p h a s izeb r o adg en er a l duc at i on i nl ang u eand l i t e r a t u r e , a th em at i c sa n d sci en c e ,hi s t o ryandso c i a ls t udi e sand t h e a r t s. T h e s e SU b jec t sa r e nes s en tia lfound a t i onno to n lyfo r s o n a ld ev e lo pm e n tandc it i z en sh ip , bu ta l sofo rmo s t voc a t ion s . p er a le du c a t i o ni se se c ial l yn ece s s a ryinarap i d l y ch ang ing G e n er eco n om y inwhic hv e r sa til i tyandf l e x i b i l i t ya r ea ta p r em i um. . • B. "An a t i o nw i d e sy s temo ffr e ep u b l i cedu ca t i ont h roughtwo y e a r sb e yo n dh ighs ch oo l (g r ad e 14 )s hou l db ee s t a b l i s h e d. T h ek eyin st i t u tio n w o u ldb ea r e ate ch n i ca l c o ~ and c omm u n i t yco ll eg e s . T h epub l i cvo c a t ion a lt e c hn i ca ls c hoo ls w ou ldp ro v i d et r a i n i ngint r a d es ,t e chn ic a landbus in e ss t ion sa tt h es k i l l ed w o rk e rle v e l. Th eco mmun i ty c o l l eg e s o c cu pa w ou ldp rov id e ib er a ledu c a t i ona swe l la ste chn i c a landsemif e s s i on a ltr a i n i n g . Th et wo typ e s0 scho o l sm igh t in m any p ro i n s t a n c e sb em erg edi n toa~o u n i t yedu c a t i onc en t e ro f f e r ing thath e o r e t i c a lf ' ound a t .L ono ftr ad e ,t e chn i c a land bu sin e s s bo o c cu p a ti o n sa n dt h eo ppo r tun i tytoI e a rnbydoing 'whi l e pu r su ingl i be r a l duc a t i ono rs em i-p ro f e s s i on a ltrin ing • . • " rv a ti o n s A s sump t io n sa n dO b se B e c aus eyoua r ea sc onv e r sa n ta sI o nt h etop ic ,i t s e em s unn e c e s s a ryfo r ti nanyde t a i lo ng en e r a l asp ec ts o ft h es i t u a t i onr e ga r d ing m etocommen a g r i c u l t u r ea n da g r i c u l t u r a ledu c a t i on . It h e r e f o r em o v eforw a rda s sum ing t h e r ei sg e ner a lar e e m en t amongu so nth efo l low in a t i on a l,te chn i c a lo r em i -p ro f es s i on a l( l e ssth an A. V oc b a cc a l a u r e a t ed e e e) educ a t i on a lop por t un i tie si naril t u r ea r eu r g en tl yned ed , cu B. Ap er s o n a la n do cc upt i oa l comm i tm en tt ocon t inU ing e du c a t i o no r un end ingle a r n ingis i n c r e a s i n g l yn e c e s s a ry i nou r so c i e t y ,a n d t i cch a ng e sc h a r a c t e r i Z ing agr i c u l tu r e int h el a s t C . T h ed r ama d ec a de w i llb eo ve r sh ad owedby d ev e lopm en t si nth ed ec ad e s ed ia te l y e ad. �- 3T h er ee em non e edtoe l ab o rt eth e s epoi n t s ,b u tI u ldm ak efou rb r ie f ob se rv a ti o n sr ear d l t h e ri c u l tu ra lse t t n tod ay : u r r en ts i t u a t i o nandth ink ingr e g a r d in t h ew or l dfood 1. T h ec supp lya n d popu ltionh a imp l i ct i on sfo r Amer i c an ic u lr o fw h ich l esh ou ldbe v e rycon s ciou s . Is en s ea tu r a rkb l e ch an g ei nth ea t t i t ud e , th emor a l e ,th et po o f er i c a n ri c u l tu r a l is tsi nt h el a s tt e ntotw e l v e th s ,i npa r tb e c au s eo fd eve l o pm en t sr e la tedt oth i s mon i s s u e . a de r s dd ec i s i o nm a k er sin r i cu l tu r ear eb e com in gm o re 2. Le d i s cr im in a t i n gint h e ir t h i n k i ngand pl ann ingre la tiv eto p r o b l em so fru r a lp e opl e dcommun i t ie sand p r o b l so f c i a la i c u l t e . Th i si sah e a l thyd ev e lopme n t. c o r 3. app e a rtob ei n c ra s i n g l ycon ce r n ed i nt h i ss o c i e t yw it h em a n n e ro fliv ingo rth eqUa l i ty o fli f e ,sp e c i f i c a l l yin t h o f re o fre fe r e n c h e rea si t re l a te tor u r a lp eopl e . to f "s t a nd a r do fliv ing"is nolong e r ad e qu a t eto T h ec on ep e xp res sou ra s p i r a t ion s . 4. fh i l ew ere co g n iz et h a tt h ech ange so ft h i sn ex t de ~ ade w i ll b ed r am at i cin d e edi na i c u l t u re ,i t w o u ld se prop r ia te h a tp r ob ab lyou rp ro j ec t i on sa r econ s e r v at i v e . to ob se rv et p l e ,M i ch ig a nS tt eUn i v er s i t y ' s Co l l eg eo fAgr i c u l t u re F o r exam h a sbee ne o ssedi n"P ro j e c t '80 , 11 p ro jc ti o no f 'M i c h ig an A i c u l tu ret ot h ey ea r1980 . Amongt h ep ro j ec t i on si sa dow nw a r dtre n dind a i r ycownumber s . Inv i s i t i nw i th an Ex t en s io nda i r ym a nju s t 1s te ek, h ei n d i c a t edt h a tifd a i r y cown umbe r'" c on tin u etod e c l ie i nth en ex tth r e ey e a r sa tt h e s am era te sl a s ty e a r ,th ecown um b er f i g u r ep ro jec t edfo r i l lc tu a l l yb ere a ch edby1970 . 1 9 8 0w a. i o n a l l yi t se em st ht e u su a l l ya r eno t1m i n a t i v eo r A d d it d a ringe no u g hi nou rt h oug h t sr g a rd ingth ef u tu r e. U su a l l y p ro j e c t i o n st endt od ea lon l yw i th qUa l i ta ti v eo rqua n t i ta tiv e ntr a d i t i on a l co mmod i tie so r en te r i s e s ,ye tth e re ch a ng i s u r c et h a t su chw i l l pr e v a il . Ag a inu s ingt h e a nbe no s da i r yi n du s t r y sa n ex p I e ,t h e rei sm u ch ev idn c eto sug e s tt tth e da i r ycowm igh tb ec omee co nom i c a l lyob so lt e b ythey ea r2 ,000. Ifsu chshou ld oc cu r,r a t h e r a jo r adj u s t e n t sw il l be nc e s s a ryint h e ricu l tu r eo fa t t elik e M i n n e so t a. s tt h i sb a c k d rop ,l e tu s now look m o r es p e c i f i c a l l y t I1Edu c a t ion a l Ag a in P ro sfo rT omor r ow ' s r icu lt u r e ." L e tu s con s ide rf i r s tth e edu ca tion a l n e ed so ft h o see n g e di nf • p rod u c t ionpr s e , andth ent h o se i nt h einpu t a n d ou tpu t indu s t ri e sre la tedtofrm ing . �-4~ Edu c a tionf o rF m i n g P r o j e c t i o n so ff a rm e rn um b e r sc o n s i s t e n t l yi n d i c a t ea dovnv a rdtr end ' .I n o n ea tt e ,f o rex amp l e , wh e r e9 3 ,000 f a rm e r sw e r erepo r ted i nt h e1965 c en su so f i c u l t u r e ,t h epr o jc t i o ni st h a ton lyl ~ i l l b ef a rm in g i n19 8 0 . I am s u r yo uh av e u chp r o j e c t i o n sf o rth eM inn e so t a s i t u a t ion. e r t i n e n tqu e s t ionth enf o rtho s eo fu s con c e rn edw i th ricu l tu r a l Ap edu c a t ioni s~ o w i l lb et h e40 ,000 f a rm e r sa c t u a l l yf a rm in gfo u r t een y e a r sh en c e? Ist h e r eanyw ayin h ich th eyc a nb ei d e n t i f i edn ow sot h a t edu c a t i o n a lp ro sm sc b ed e s in edwhi c hw i ll b eo fm ax imum b e n e f i tt o " Conv er s e l y ,o fcou r s e , emu s tb econ c e rn ededu c a ti o n a l l yw i th t h? tho s enow f a rm in o rw h oh a ve i n t e n t ion st of a rmw ho wi l l no tbe i nt h i 40 ,0 0 0 o u pa d ec a d n da ha l ff r o now. B u tt ot h ep o i n to ft h e"4 0 ,000f a rm e r s , "w e doknowcr ta inth in· s . F o r l e ,i ts e em sf a i rt oa s sum et htmo s to ft h e40 ,000a ra l r e ady a rm in g e x p i l l 1ml yb ef o u r t e e ny e a r so ld e r andfou r t e eny a r smor eexp e r i en c ed a n dw i n1 98 0 . T h es i g ni f i cn tpo in tf romou rs t andpo i n tint h i sS em in a ri s'fu a t edu c a t i o n a lin f lu en c e swi l l b er e f l e c t e dint h e i rf a rm in gop e ra t i o n sand sp e c t so ft h e i rl i v e s ? " o th e ra B eyon dth i s ,w ek n owt t o ft h em emb er so ft h i s1980 g rou p ,tho s e no tn ow a rm inga r el i k e l ytob e son so ff e r swho a r ef a rm in a tp r e s e n t. Th i s (f d o u b l e b a r r e l e d c o n c e r n e d u c a t i o n a l l y . F i r s t , s t u d i e s c o n s i s t en tly s g e s tsa i n d i c a t et h a tf . P e n t st endtoa t t a chl e s simpo r t a n c et oedu c a t io nf o r t h e i ry o u ngt e r sth andon o n -a rmpa r e n t s. Th i ss e em st ob ep a r t i c u l a r l y t r u ei f t h ef a rmso n sh av ei n t e n t i on stof a rm . S econd ly,s t ud i e s aa i n co n s i s t e n t l ys howt h a tboy s who pl a nt of a rmf e e lt h a tedu c a t ionbeyond h ig hs choo li sre lti v e l yu n impo r t a n tandh av e lowredu c a t i o n a la s p i r a t i o n s th and of a rmb oy sw i th o th e ro c cup a t ion a l l an s . Th i s duos i t u a t i o np r e s e n t s a no b viou sch a l l eng et ot h o s eo fu si na i c u l t u r a ledu c a t ion . L ook in n owtoe d u c a t i o n a lp ro aIDS fo rth i s"1980f e r " g rou p ,I wou ld sugg e s tedu c a t ion a lp ro 3mS o r i e n t e dtoa tleas tt h r e es i g n i f i c a n tf a rm e r r o le s . F i r s t ,mo s tobv iou sl y ,i sth er o l ea sf a rmop e r a to r. Con t i nu ingp ro e s s i nt e chno lo g yw i l l req u ireim ag int i v eedu c a t ion a lp ro g r am st oa ccomp l i s h a p p l i c a t i o ni nc omm e r c i a lf a rm in gen t e rp r i s e s .L a rg es c a l e ,h i g h l y sp e c il i z e den t e rp ri s e se i t h e ra s t o t a lf a rmop er a t i o no ra sap a r t o fal a r g e rf a rmu n i t su gg e s tth en e ed for s p e c i a l i z e dtr a i n i n gbo thf o rth e e rt o r dfo rf a rm o rk er s . Th ep a t t e r na l r e adyev i d en ti ns om e f a rmop l a r g ef in gen t e rp ri s e sw ou l d su gg es tt h en e ed f o rh i gh ly s p e c i a l i z e d p e r sonn e l ,j u s ta si si n c r e a s i nlyc h a r a c t e r i s t i co f bu sin e s sandindu s t r y . As e co n dcr i t i c a le d u cti o n a ln e edo ffa rmop e r a to r s ,o fcou r s e ,i sfo r n ttri n i n. I ti sapp a r en tt h a tt h e1980f e rw i l lb eas k i ll e d m a n eme m a n a g e d e a lingw i th f a rma c coun t sandbu s in e s sm an em en t ,h and ling m on ey i t ,d e t e rmi n i n gth er e l a t i v ep rofi t a b i l i t yo fv a r iou s en t e rpi s e s , a n dc rd c om b in ing n da d j u s t i n gre sou rc ein pu ts ,m an a g in g op er a t i o n sfort a x �- 5oa s , t c .W I l i l i t my no tb p roe rt ot h i n ko ft h 1980 f a rm o pe rto r 8 'T h i t co l la rwo rk e r ,p e r p sw i thou t n ck t l ,i tdo e ss e impo r t an tt oh av e in ind eo f f in1 980 pp ror i a t e t oth ~cal o fe n t e r p r i s e rt i o n re t e r i z esu c cs s f u l c ci a lf e r s tt h a t im e . Th e0 r h l em anu f a c tu r in o rrt l l i n o p e r a t i o nw o u ldno t run n in u sh in ab ro As c o nd s i iI c tr o l et o duc a tlo n a l r o s~ ould b d irec ted ~ t to fc un i ty t ot h ei n c r ea i con c e rnfo r u a l i t y0 r u r a ll i f• l o c a t e dinp ro x i t yt ou rb a n th q d t r o p o l i t a na r s, so f u rb ant z in s :so c i e t y ' l u a l l ya v a i lb l , et o r e s i d en t s . H or ev e r , h en f in i~ c odu c tdi ns p a r s e l ypo pu l a td , ev en opu l a t i o nd e l i n i ng e i n e v i t a b l yi st r u in 1Y i t c e s,s p e c i a lcon si d e rt i o nmu s tb e iv en t op rov idin t h ee l en t s h i chcont i t u t th e "00 l i f e "tod ay . T h i , I u r e ,i st r u ein o fM inn e o t jut i t isin anya r e a so f th ra tPl a i n s . H ow i nu ch s it u a t ionc anedu ct i o n a ! , ha l th , o c i a l, p r o t e c t i v e ,s e r v i e, c u l t u r oppo r tun i ti sb m ad e vi la b l. S t u d i e s ou l ds g t q u i t e conv in c ing l ytht r u r a lc un iti sin g enr a la r e " d i s a dv an t e d "a sr ea rd st h es in if ican te l em en t rl a t e dt ot h equ al i t y o fh um a n life . F a rmp eop l e sho db e e n s i t i vt ot h i ssi t u a t i o nand p e dt ocop ew i th i t e c t i vl y . q ui F ina l ly ,I u ld su g gs t ro r e l a t e dtot hs i gni f i cn t r o lo ff p eop l ea sf a rm spo k i teapp rop r i a t e l yth e spok e sen o rAme ric anf i nw i l lb A st h e so c io e conom i c -o l i t i c a l s cn e con t' nu e st oc h inth u r b i z i n ro c e s,80 f S o k e en m us t lsoc ng e , E c o n om i c row t hand r i c u l t u r e ' 8 p lc w it h ini t , sh i : f ' t ing popu l a t iona ndI b o rfo r c eptte rn s ,rea p o r ti o nm en to f 1g il a t u r e s , i n t e r r e l a t i o n s h ip so fth eo r l dcommun i ty -t h e s eando th c dv elopm en t s a l lh v s i g ni f i c a n c ef o r p op l c. P r o fso rT . W .S ch u l t z ,r e n ow nd s t tth eUn iv e r si t y 0 Ch i c 0 ,h a s ob s e rv ed"F a rm eop l eand e con.i t h e i rl ed e r sa r eno t1 n nr a lconv e r s t w i t ht h id eas ,th eph i lo soph i c1 b a s i sa n dh i s t o ri c a l ro cs s3 t ta r ep a r t ndp a r c e l0 th u rb n i z a t i o n a n di n d u s t r i a l i zt i o no fw hi c h od e rn r i c u l t u r ei sanl n t a l a r t . T h c i e n t i f i ea n dt e c hno log i c1knov l . ed e und e r ly in. mod e rn i c u l t u r e i s 1 1 und e r s toodbyf a r .mp eop l e ,b u tt h echng ings o c i a l conom i c f r cw o r ki ss t i l l1 g el yi nth ere a lmo fmy th ." D. J s T . Bonn en , r i c u l t u r a leCvnom i s ta tM ich i an S t a t eUni v e r s i t yand r e c en t mb e ro f t h eP rs i dn t's Coun c i lo f 'E conom i cAdv iso rs ,h a s summ a r i z edth es i t u a t i o n inth i sv my: " I nmy op in ion ,fou r se ts o ff a c t sdom in a t e any r e a l i s t i c d e s c r i p t i o no ft h es en ei n r i c u l t u r etod ay : " 1 . T h ow e rs t r u c t u r eo ft h i sso c it yhsb e ent r an s fo rm ed nd th ep o l i t i c a l1 e rsh ipo f i c u l t u r ehs the rno taw ak e n ed i sf a c to r ,t r pedby i t sownmy tho lo i e si su n a b l , v en toth unw i l l ing ,t o dp to ran i z a t i o n ,p o l i c i e s ndt c t i c st ob e f e c t i v ei nth en e o l i t i c r el i t y . �-6"2 . T h ec r c i1 r i c u l t u r a1 owe rs t r u c t u r e h rech eda s t at e o re ) . tr m o r i zt i on a lf ' r e n t a t i on , and i t s1adrsh1p i s so n o ss di ni n t rnc in ea r fr et h a tth e en t ede1 emn t a o comm e r c i a l i c ut t h es1v e scon t r ibu ting e a tl yto lr o s io no ft h e0 t i c a l ow e r ,h ich t oe t hrthe x e r t. e nra 11 " 3. Theunder l y i n gwb 0 i n t e r d ep end en tco mm e r ci a l , ov e r nm en ta l , l i ti c a1 n d d uc a t i on a lo r iz a t i o n si nt h ese r v i c eo f io c u l t u ra r c h ning dno10ne ra r ea se r fc t i v eas on c thy r i ni dni f y i n dso lv ingth e ro b 1 es o fru r 1 ie . T h e0 a n i z a t i o n syt i n i c u l t u r eisb e com in s o c i a l l y d i s f u n c t l on a l " 4 . 11 thf ew x c e p t i o n ,i nany d i r e c t i onyoulook ,t h e re r i ing l e v e lo fc onf l i c t,t e n s i o n ,and m oun t i n gev i d en c o f ha tc an on lybe, d e sc ribeda sa aec t a c u l a rf a i l u r e0 l e ad e r s h i p . T h a t i o no fi n d i v idu a l Tho now t h eu eo r i z a t i on s dono t n er u n d e rt andt h e i rd ep en enc on u ponano t h er ,no rdoth ey e rc e i t hc i ns it u a t i ono ft h e ir s ist e ri n s t i t u tion s 1 1enoug h tobea b l tor e l a teth s 1 s i na m ann e rt h a t vo id s e s s a ryc on f li c t. Th eya r et h u led i n t om u t u a l l ysI f u n n ec e sru c tiv p a t t e r n so fbeh vi o r . " T h e x t e n tt o hi c hu c ha s i t u a t i o neist si sin en s nindi c tm e n t0 eu ct o ni n i c u l t u r ei nth e p t andan o bv iou sc l eng tod ay d r r o. t o E d u ctio n Lt u t u r nou ra t t e nt i o nn o tot h ea i c u l t u r a lyrel a t do c cua t i on o f t h einp u t d ou tu t in du st r ia i l l t e dw i th ing . Som e u ch i o n s o u ld u g gs tth eh e lfu lnes o ffa rmb a ckro u nd ,o t h e r no t, o c cu t a l t h o u g hth e gn er a lt endn e yi n i c u l t u r a lc i rc l e si sto e ltht o n l y t h o s ew i th f o r ic u l t u r a lb a r o und sc an fun c t ione f f ec t i v el yi n ic u l tu r lyr e la te o ecu t i o n . I sugg e s tt h i si atr a d i t i o n a lb is ehs h ou ldb eo v e reom . wi A s w lo o k tt e c l lD i e e du et i onfo r r i c u l t u r a l l yre l a tedo c cu pa t i o n s , ir e ti o n i nt e dign dcondu c to f suchtr a i n i n gp ro s twob rodd app a r en t. On t ho n ehandt h e rei san i n t er et i ndvl o p ingt r i n i r a r es t u d en t sfo r ac l u s t e ro fr e ltedo c cu p a ti o n s . Th is p ror stop invo lv e sar a th e rg en e ra l i zdp rog r fo rre la tedk ind s 0 jo b s . Ingne r a l , bca u sethyrecog n iz et h a tth ed e ta i leds k i l l san dre spo n s ib i l i t i e so f jo b sw i ll c o n tin u etoch e d r t i c a l l yandt h a to ccup a t i on a lo b sol e s c en ce w i llb ea c on tin u ln c on ce du c a to r sandth e o r it st endtofavo rth i pt t e r no ftrai n i np ro om. O nt h eo th e rh and , ptt rno fin c re a s inl y sp e c i a l i z e dp re pra ti o nfo r spec iico c cu pt i o n s i ~ appa r e n t. Int h e s r o rdu a t e sh v em a rktb l d us e fu ls k il l sh ich r immd it e l y p p l ieb1 e. p lo yr s ,o f cou r s, ax p a r tic u l a r l y pp r c1a t i v o ftr i n i n pr o S0 t h isso r t. Op t i o nllymany b1 ending s0 't h e s t 0a l te rn a t i v e s ro bb1 y c o ,b i n a t l o no fv a r iou sp at t e rn s ,o fd i f f e ring p pren t. F 1 ng th sa n dfo rd i f f e rn tlev e l so fr spon s ib i li t y ,w i ll b en ec essa ry. �..- - i n a l l y , 1t ec omm e n t uo nc e r t a i n sp c t so risu e si n t e c i c a l du c at i o n l i chse t ly , bo t hi nr 1t i o nto " r i c u l t u r a l l yr e l a t o c cu ti o n1 ro s . 1 . irt c oc e r ni s1 iht cu lu r a l t e c h n i c a ledu c a t io n . A sI su rv eyt h en a ti o n a ls c en e,t h i s i c r i ti c a lc on e n . ou inth eb e s tpo i t ' toc tv tot h e nn e sow s i tu a t ion . Lt e e lbo rte t h i sco~c e n n t o n ly h r r. re n c e o i n ts n t0 . t e d -r t ni v e ri t y . I n i. la t rt o r s dc o l l o f i c u l t u r o ffi c i a l don o t ev id en c e r i o u scoc e r no ra n sco f r sp on s i b i li t y 0 t chn i c a l edu c a tioni n i c u l tu r. I n ~om in s t an c e sthy ss ume r e so n s i b i l i t yr e ltiv etot e a chr t r a i n i n d vnt ep r a rt i o n0 s ec u r r i c u lr a tri a l s . o s t c on ly ,h ow ev e r ,t h i sr e spos i b i l i t yt ei n a t e swenth e r sonw h o my b eatcc h e ri nt c h n i c a l ri c u l te cop l e t e s h i s i c u l t u r d e r o g r n iv r s i t yfc u l t yu su a l ly f in dr e s e a r cho r adut et cc h in g mo r ech a l l eng ingth an t t e n t i o nt ot e c h n i c a ledu ct i o n . h il eI no t su g g e s t i n t tth eu n i v e r s i t ys hou l dn e c e s s a r i l ycondu c tt c h n i c a l t r in in gp r r s n i c u l t u r ,i t doss tht t t e r s0 th u a n t i t ya n d a l i tyo ft e c h n i c a lcdu ct i o nin i c u l t u r ea pr e p r i a tl yau n i v e r s i t ycon c e rn . T h ec i t en tb yc u n i t yc o l lg eat ot e c hni c a l du ca t i o n i sl s oa con cr n .I ne n e r a l , jun io rc o l l ee in i s t rt o r n o tu su a l lyt rin e fo rt e c h n i c a ledu ca t i o n . Of tnth e r e s s u r e so fth elo c a lc u n i t ya r es t r oe s tf o rc o l lg l l e lp ro am s , in c ea r t i c u lt el e a d e r so fth e co un ity p a o f t e nh av e e a t e s tcon c e rn o rc o l l e g ep rp tion . T echn i c a l ro am sa ru su a l l y en siv ei nt e rm s0 u ip e n tand f a c i l i t i e s .S t afi ni d iff ic u l t en ro llmn t s b elow . e a son su c sth e s e ,t h co i tm en tbyco un i tyc o l lg e s F o r e chn i c ed u ctioni n r i c u l t u r e ybelim i' e d . tot F ina l l y , 1t m e n t i onthe c i t e n tt o i c u l t u r a lt rn in i nvo c a ti o edu c a ti oc i r c l e s . T h e0 o r t u n i t lsr e p rs e n t ed byth e o ct i o n a lEdu c at i o nA c t a r t r endou s, 'Th e r i st h c u l t u r a l1ad e r s h i i nth i I nm u ch n ew ed e r1 l e g il a ti o n , t h e r ei at end e n cyto h as i z n ewp ro dt oavo idth e s tb lish e d tru c t u reo ro r izt i o. I nth ec p l e xe l n t h iss i t u a t iont h e r i sa u eti o n0 co it en t invo c a ti o n o t o nc i r c l.t o rc u l tu r a ledu c at i on , d obv iou du cti c l e ng eto ic u l t u r edu c at o r s . 2. Te L a nd -r an t o l l eg e so fA" r i c u l t u r eint e c h n i c a l cdu ct i on d t ob ec l a r i f i e d . e r t a in ly t h er e sou r c e so f t h e s ei n s t i t u t i o n si nt e a c h in g ,r e sa r chand x t e n s ionr e p rs e n t �-8th e a t e s tc o l l e c ti o no f icu l tu r a lta l e n t and ex p e r tisei n ho ft h es tte s . Th eri c hn esso fsu chre s ou r ce sho u ldb e vi l a b l ea pr or it e l ytop ro o ft e c h n i c a l duc a t i o ni n ic u l t u r . T h e ro l e y beint tr a in1 o fte acer s , in s e rv i cetr an i n fo rte chn i ca lf cu l ty , se c i r ou r ce si n cu r r ic u l um d ev e l o pm en tand i n s t r u c t i o n , co n t i n u i n d i s s emi nt i on l . ed , n d p l a c : t: t e c lm i c tu dm t igh t o n e know a s s b l e r i o d i c l yo rby i n t e r e s t cup o rtr ning vi l h I eo nl ya t un iv er s i t yrese a r chc e n t e r s a t o f r e comp rh e ns iv t e chnca l ,t r i n i n g . Inany v en t ,t o th e ir o s su r eq u a l i t yi ne chn i c edu c a t i onovrt , r e s o u r c e so f c o l l 80 i c u l t.I: o tb e i nf u l l yu t i l i ed . 3. At i r dcon ernre la te stoq u a l i t y0 tec nic~ s t i o n sh e r rl a t et ot h ede~ ee o fsp c i ztioni nth e t r a l .n in p ro am ,i d e n t iictiono fp o s s i b l eco r e l em en t s w h ic h ~ b ec c t e r i s t i co f numbe ro fd i f f e rn tt chn i c a l i e l d a ,len h0 t im erequ ired o r p a r ti c u l a r ro g r ,th e invo lv eet 0 indu ~ y rp r e sn t a t iv e si nl ann in, dt h e o v i sionf o r rc t i c a l ~o exp e r i e n c e . pr nt h e o f 'c u r r i cu lumt tt h e r e ou ld se emtob e I tL ai pr t i c u l a ro p p o u n i t yf o rinn o tionand e r et t v in i tia tiv e . T o oof t enw s e t t l ea lm o s tau t oa t i c a l l yi n t otwo y e a r , on e-yar , s i x -m on t hb l ock so ft im ewh en qU i t ed i f f e r i nt im ingm igh tb e p o s s i b l e. e s t e r eo typ eth e ntu r e0 on -c u ando ff c ampu s e l emen t so ft h etri n in expr in c e. Th e r ei sf r e n t i on t n c ~' iculum a n th ef i l u r etod e v e l opapp ropr i a t eo c cu p a tio n a l i n t e rr e l a t i o n sh ip , andl .nv o l v emen to f indu s ti re p rs en t a t i's l anni dcondu c t i nt e chn i c a lp ror s ayb ee ss e n t i l y inp s t e r i l e . 4. o f cou r s e , ist h eu l t imt d e t er i n a n t0 qua l i t y . atc h n i c a l v oc a t i on a lscho o l s dj u n i o rc o l l ee s owc n e e f f e c t i 'C ly s t a f ffo rtchn i c a lp r og r sin i c u l t u r e h a t a r et h es t a f f i n greq u ir e n t s o rt hb a s i co r co r eel em en t s o. t e c lm i c a l i c u l t u r ec u r r i c u l um . em 'c anth ee s s e n t i a l se c i a l t yt a f f qu i n tnb ro v id ed a t ih tb eth e L a n d -r a n tCo l l eeo f .i c u l t u r e' ro l eand 1 t ih tb eth i nu s t r i a lcon t r i b u t i o s: ' a . i ' f i r -n ed St u d i e s0 jun io rc o l l c " c dt e c h n i c a lf .c u l t ye r s onn e l ind ic a tet h a to n e0 t h e i r ret e s tconc e rn si si n t11c tu i s o ltion . A se re ss dbyjun io rc o l l e g et e a ch e r s ," ou r i n t e l l e c t cp i to . li sno tb e ingrep ln i sh ed. "P e rh asto un i z t h i s ' ci t i n a t i vl yr i l lr o v ie n ew e co in s1h t si n t os t a f f i n t e r n a t i v e s . e It dc o n c e rnin e Ar chn i c 1 du et i o ni st ei n t rn a l a t i o nh i p so ft t chni c a . la cuty l i t ho t h e r ac u l t y rl i s a p es o n n e ' l . . T h i nmu s tb er e a l i s t i c a l l ycon o n tedbo th b y admi n it r a t i o n ndby vo cti o n a l du et i o n e r a . �f - 9- I tw o u l d app e a rth a tt h et r a d i t i o n a lp a t t e r n s0 ta~~in ~o t e c h n i c a ledu c a t ionw i ll b e in ad e qu a t et ome e tc u r r e n tand f u t u r e n e ed s. T h ech a l l eng et ot h o s ei npo si t i o n so fl e ad e r sh ip r e sp on s ib il i t yw i l lb et ocop ew i th ta~~in p rob l em s th rough n ewa n dd i s t i n c t iv eapp ro a ch e s. 5. The i~ con c e rnr e l a t e storec ru i tm en to fs tud en t s~o t e c h n i c a lpro g ramsi nag r i c u l t u r e . A l lev id en c ew ou l d sugg e s t ag r e a t e rd em a n d~o t r a i n e dp e r son s th ancu r r en tre so u r ce sa r e produ c in g . T h u st h e r ea r eop po r t un i tie sfo rg r e a t e rnumb e r sc r yo u n gp e o pl etos e l e c ta g r i c u l t u r a lo c cupa tion s . S t r eng th en ed coun s e l inga n d gu id ancep r og r am sw i th h ighs choo l andj u n i o r co l l e g ecoun s e l o r s,d i r e c t l yw i th s tud en t s , andp a r t i c u l a r l y w i th p a r en t swou ld s e emapp rop r i a t e . Th ep a r e n t a lro l ei nt h e o c cu p a t ion a la n d edu c a t i on a ld e c i s ion so ~ t h e i ry oung s t er si s w e ll docum en t ed ,b u tl a r g e l yign o r ed . I nt e rm so roccupa ti o n a l a n d edu c a t i on a lcoun s e l ing ,p e rh a p st h i s bov ea l lsu gg e s t s an h a tco u ldb ew e l l exp lo red . av enu et g r i c u l t u r ea san o cc u p a t i on a l cho i c ei sno tgood . T h eim a g e o~ a or em ov et h et a r n i s hw i l lb en e c e s s a ry. Amb i t io u sp ro g r am st 6. Ve ry b r i e f l yt h ef i n a lcon c e rnI w i l lm en t ion re la te sto o c cup a t ion a lo bso le scen ceand t h en e ed fo rrtra in ingand n t i n u ingedu c a t i o n . Th eC oope r a t i v eEx t en s ion S er v i c and co a d u l tprog r am si nv o c a t i on a l ag r i c u l t u r eh av e ee~ o r ien tedt o t h i sp ro b l em . T h ee f f e c t i v e n e s so ft h e s ee~ o t mu s tb e rec ogn ized . A sj u n i o rco l l e g e sb e com ee s t a b l i s h e dmo r e ~i ml i nt h e i rc o l l eg ep a r a l l e landt e c h n i c a lp r og r am s ,t h en ex t e x c i t i n gph a s ei nt h e i rd ev e lo pm en tm ay el l b eth a to~ t h e con t inu in ge d u ca t i o no rcommun i tys e r v i c efun c t ion . I na n yev en t ,a sbo thon ~a m and o~~ a m a i c u l t u r a l o c cup a t ion s con t inu et od ev e lopd ynamic a lly ,t h en e ed ~o p rog r am so fcon t inu in g du c a tiong ea r edt oth econv en i en c e fth ea p p rop r i a t ec l i e n t e l ew i ll b ein c r e a si n g ly a n dn eed so a cu t e. a rw i l lb efo cus i ngonth e s e and o t he r T om o r r owa nd T u e sd ay ,y o uasa Semin q ue s t i o n sr e l a t e dt ot h e"n e e d s , coo rd in a t io n ,s h a r e d e ~~o t andmu tu a l a s s i s t a n c e "a sp e c t so fM i n ne s o ta' s t e chn i c a ledu c a t ionp ro am sina g r i c u l t u r e. o nf i d en tth a tyou r in d iv idu a land co l l e c t i v ecomm i tm en tt ot h emu tu a l ly Iam c h e ldpu rpo s e sa n do b j e c t i v e so f su chp r og r am sw i l l su rm oun tmo r es e l f i s h i n t e r e s t sa n d con s t r a i n t s . I nm a n yre s p e c t s , as y ouem b a rk upont h i ss t a t ew id ev en t u r eina g r i c u l t u r a l, edu c a t ion ,y o uw i ll b ec h a r t i n gn ewt e r r i t o ry. T h e rei sa l w ay ssom e th in g i n ga bou tb e in gp i o n e e r s ,w he t h e ri t b ei ng eog raph ic o r edu ca t i on a l e x c it exp lo r a t ion. A tt h es am etim e ,w ereco gn iz et h a tp ion e e r in gc anb eh ighr i s k . N on e the le ss , i t w o u l dse em app a r en tt h a tt h eb e n e f i t sands a t i s f a c t i on so f t h ep ion e e rv en tu r eu o nw h ichyou a r eemb a rk edw ou l dov e r sh ado wany n eg a ti v e a tu r e swh i ch m igh tb e exp e r i en c ed. fe Ag r i cu l tu r ei nM inn e so t a , a n di nf a c tth rougho u tt h ecoun t ry,i sf o r t unt e t h a ty o uh av e emb a rk edu p ont h i scou r s e. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1966-06-05_RMawby_SPE Title A name given to the resource Russell Mawby speech, Educational Programs for Tomorrow's Agriculture Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given June 5, 1966 for the W. K. Kellogg Foundation for the opening Seminar session on agriculture. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1966-06-05 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/14c268dae55fb0eb675f6cabf6864879.pdf 445b5a69311139ea15c14588a7f65393 PDF Text Text - L I RGM's notes from present ation to Berrien-Cass-Van Buren Private Industry Council's "Employment Development Communit y Forum" on 194 a · a k MI : o n~ J anuar », I ') - ( \ 1 ,/ ) 1(/ r J �I, 1. ,. - I .) �f I , I �- 4A s an i n t e r e s t e do b s e r v e r , I comp l im en t you o ft h eDono r s Fo rum f o ryou r p r o g r e s st od a t e . A s m emb e r s and p a r t i c i p a n t si nm ak ing t h i n g sh app en , you s h o u l db e p l e a s e dw i t h you r a c comp l i shm en t s and e x c i t e df o rt h e f u t u r e . I I S h a r i n g t h o s et h o u g h t sl e a d su s n a t u r a l l y to t h ea s s i g n e d t o p i cf o r t o d a y : "P h i l a n t h r o p y ' s Ro l e f o rt h eF u t u r e o f t h e Common Good . " In t h i n k i n ga b o u t wh a t i sh app en ing i ncon t empo r a ry s o c i e t ya si tr e l a t e st o t h ef u t u r eo f t h ec omm o n good , I w a s t emp t ed to b e g i nw i t h a l i s to f c o n c e r n s n o t u n l i k e t h e ag end a o f t o p i c sb e i n g a d d r e s s e d a t t h i s e e li twou ld b ep r e sump tuou s and i n a p p r o p r i a t ef o rm e to c o n f e r e n c e . If p r o p o s e a longc a f e t e r i al i s to fi s s u e si nt h ea r e n ao ft h ec omm o n good . Y o ua r e know l edg e ab l ea b o u tt h e on ~ n i no u rc o u n t r y , you rs t a t e , and p a r t i c u l a r l yi nyou r hom e commun i t i e s . R a t h e r , I h av e c h o s e n , i nb r o a d o v e r v i ew , to s h a r ev e r y b r i e f l ys i x o b s e r v a t i o n s abou t t h i n g s g o i n g on i no u r s o c i e t y , f o r wh i ch im p l i c a t i o n sf o rp h i l a n t h r o p y a r e r a t h e ra p p a r e n t . t h e I hop e you w i l l f o r g i v emy f r e q u e n tr e f e r e n c et oM i ch ig an and B a t t l eC r e ek and a c t i v i t i e s o f t h eW . K . K e l logg F o u n d a t i o n-t h e s ea r et h e ex amp l e s I know b e s t . Y o uw i l ls e eyou r commun i ty and y o u r s e l fi nt h ei l l u s t r a t i o n sI sug g es t . O b s e r v a t i o n 1c o n c e r n st h es e em ing i n a b i l i t yo f ou rp o l i t i c a lp r o c e s s e s /1 and i n s t i t u t i o n st od e a lw i t hs i g n i f i c a n ti s s u e si ns u b s t a n t i a lw ay s . �- 5T h i s i smo s t v i v i da tt h en a t i o n a ll e v e lwh e r e Cong r e s s i ss t r u g g l i n g i n e f f e c t i v e l yw i t h s u c hc o n c e r n sa sf i s c a land f i n a n c i a lr e s p o n s i b i l i t y , t r a d eim b a l a n c e ,f a rm p r o g r am s , f o r e i g na f f a i r s ,c h i l dc a r e ,s u p p o r to f t h ea r t s ,e n e r g yp o l i c y , and e n v i r o nm e n t a lq u a l i t y . In L a n s i n g , o u rs t a t ep o l i t i c i a n sa r ee q u a l l yi n e f f e c t i v eon m a t t e r s o f s c h o o lf i n a n c e ,o u rs t a t eb u d g e t , Wo rkm en ' s Comp en s a t ion , and a h o s to f o t h e r c o n c e r n s . I s u s p e c t you m ay f e e l t h e s am e a b o u t d o i n g s i n Co lumbu s . A t t h el o c a ll e v e l ,you c an m ak e you r own a n a l y s i so fe f f e c t i v e n e s si n d e a l i n gw i t h hum an s e r v i c e s ,e n v i r o nm e n t a lc o n c e r n s , and a l lt h er e s t . T e chno logy h a s ch ang ed t h e n a t u r e o f p o l i t i c s and p o l it i c i a n s d r am a t i c a l l y . N ew t e c h n i q u e so fs o p h i s t i c a t e d ,i n s t a n t a n e o u sp o l l i n g and t h ei n f l u e n c eo f m a s s m ed i a t r e a tm e n to f e v e r y i s s u e and p e r s o n a l i t y s e em st oh av e f o r c e de l e c t e do f f i c i a l st ob e com e l e s st h e" l e a d e r s "o f s o c i e t yand mo r e t h ef o l l ow e r so fh e r di n s t i n c t . Th e r ei sa t end en cy to l e a do n l y wh en c o n s e n s u sh a sb e en r e a c h e d ,t ow a i t t os e e wh i ch p a r a d e i s go ing and t h e nr u s ht oi t sh e a d . ~ t h e O th e r ch ang e s wh i ch h av e i n f l u e n c e d th ep o l i t i c a lp r o c e s st os o c i e t y ' sd i s a d v a n t a g eh av eb e en t h e p r o l i f e r a t i o no ft h enumb e r and t h ed r am a t i ci n c r e a s ei ns k i l lo fs p e c i a l i n t e r e s tg roup so fe v e r yv a r i e t y and t h ec o n c e p to fe n t i t l em en t wh ich h a s h a n d c u f f e dp o l i t i c a lr e s p o n s e toch ang ingn e e d s . Tod ay , t h e r ea r e f ew i ne l e c t e d o f f i c e who c o u l d b e d e s c r i b e d a s s t a t e sm e nw i t hv i s i o n , comm i tm en t , and a c o n c e r nf o rt h ewho l e . P a t t e r n s o fp o l i t i c a l pow e ra l s oh av e ch ang ed d r am a t i c a l l y ,w i t h g r e a t e rd i f f u s i o n and l e s sl o y a l t yt op a r t yand p u r p o s e . �- 6T h e n e te f f e c to fa l lo ft h e s ech ang e sh a sb e en t h el e s s e n e da b i l i t yo f gov e rnm en ta ta l ll e v e l st ob ea s o u r c eand c a t a l y s tf o rs o c i a lch ang e . T h i s , t h e n , s u g g e s t s an enh an c ed p o t e n t i a l r o l e o f p r i v a t e s e c t o r i n i t i a t i v e st od em o n s t r a t en ew an sw e r st os o c i e t a ln e e d s , t oi n i t i a t i v e v e n t u r e s ,t op r o v i d et h ev i s i o n and comp r eh en s iv ea p p r o a c h wh i ch p o l i t i c s f a i l st op r o v i d e . I I O b s e r v a t i o n ~ on hift 2 c o n c e r n s t h e s e em ing r e t u r n (s b a c k ) t o l o c a l and c o n t r o li na d d r e s s i n gs o c i e t a ln e e d s . Fo r a sp ano fa b o u ts i xd e c a d e s-f rom t h e" p r o g r e s s i v ee r a "a t th et u r n o f t h ec e n t u r yt o th el a t e1 9 6 0 s , and p a r t i c u l a r l yb e g i n n i n gw i t h "N ew D e a l " i nt h ed e c ad eo ft h e' 3 0 s-t h ef e d e r a l gov e rnm en t took an e v e r i n c r e a s i n gp a r ti nm e e t i n g t h en e e d so ft h eAm e r i c an p e o p l e . S in c e t h e e a r l y 1 9 7 0 s , t h a tt r e n dh a s f i r s ts l ow e d , th en s e em ed t or e v e r s e . I n c r e a s i n g l y ,s t a t e s and l o c a l i t i e sa r eb e i n g c a l l e d upon to d e l i v e r s e r v i c e sand p r o v i d eb e n e f i t st op e o p l ea tt h ecommun i ty l e v e l . T h i s f a c t po s e s p rob l em s f o ra l ls t a t e s and l o c a l i t i e s . Th i s p u t s p r e s s u r e on t h e t a xs y s t em , e s p e c i a l l y , to r a i s er e v e n u e s t oc o v e r i n c r e a s e ds t a t eand l o c a le x p e n d i t u r e s . A d e s i r ab . . . l . e . con s equ en c ei st h a tmo r e p rob l em sa r eb e i n gi d e n t i f i e dand d e a lt w i t h c l o s e r to hom e , a n d , a sw e a l l know so w e l l , t h e an sw e r s u s u a l l yl i en o t i nd o l l a r sa l o n eb u t i nt h ei n c r e a s e d comm i tm en t and invo lv em en to fp e o p l e who c a r e . Ag a in , o p p o r t u n i t i e sf o rp r i v a t es e c t o r i n i t i a t i v e sa r e o b v i o u s : t h e r ei sa d e s p e r a t e n e ed t ob e com e mo r e �- 7 - effi cient and more effective in using limited resources and in mobilizing local leadership. II Observation 3 collaborations. concerns the increasing rhetoric . about (' public/private We hear it from the President, members of congress, our governors, and many of us. Such co ll a bo r a t i on of privat e philan thropy with public ins titutions and programs is going on in all of our communities, to the advantage of all. The best observations tend to be at the community level -- in education, child care and living for child the elderly, abuse prevention, substance abuse, intergenerational initiatives, independent the cultural and performing arts, and a host of other examples. A concern that I would share with you is that, unless we are careful in such collaborative efforts, they will, in a sense, be "one-way." Public officials are anxious to mobilize and ' direct private resources to "their chosen objectives." philanthropy available relates in for to the They are not always anxious to be helpful to private addressing such philanthropic treatment of deliberations still underway. concerns purposes. The charitable increasing current the resources evidence contributions in the of this budg et While rhetori c on beha lf of phil a nthro py , charit able contributions, an d vo Lun t e e r i taken are usually erosive, as invasive, s tu i s usuall y effus i ve, ac t io ns re strictiv e, and discour aging. In our various legislat ive skirmishes at the nat ional level sin ce 196 9, we usually count success in terms of limited losses rather than real gains. �- B - I think our continuing approach should be to be cooperative with public institutions and organizations, but to be cautious and not be coerced. Observation 4 concerns the dichotomy between the nature of the problems which concern us and the soluti ons we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, pene trating, a n d permeating. Each of us can make our own list -- inflation, K-12 and higher education, home care for the elderly, groundwater, environmental quality, job generation, peace. To the contrary, the solutions tend to be narrow, most often devised to address such issues discipline- or profession-oriented and biased, simplistic, and inadequat e to the task. A major contribution of philanthropy in addressing societal needs can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity. I Observation 5 concerns the Qersistent reluctance to face facts and to deal with reality. This is a somewhat human c ha r ac t e r i s tic -- a resist anc e t o ch a n ge, when we are comfortable with that which we kn ow. Sometimes, ev en when the eviden ce is overwhelming, both individuals and their institutions are reluctant to respond. It is a most areas of human concern, we know better than we do." truism that "in Think only of �- 9 - the areas which may be of special interest to you: substance abuse, K-l2 education, and health ca re. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngs ters and mos t communi ties pr e-school programs of elementary years are high most lack comprehensive quality. important The and early childhood and evidence that is drop-out clear that the can really be pred icted by grades six or seven. Yet, we persist starving the te acher will in accrediting elementary t ell you our years that it schools whenever takes the at the resources first high are school level, limited. Every three months of the new school year to catch up to where students were when school ended in spring, the yet we persist in having a summer months a th e t h r ee - mon t h break in learning durin g school-year model established by an agrarian Pennsylvania recently society nearly two centuries ago. In the matter commented, of penal reform, the "It costs $24,000 a year Governor to keep a of person in the st at e p en, but only $8,000 a ye ar at Penn State." We as a society, through our institution s and org anizati ons, must put better which use ca t a l ys t . that is already kn own. Phil anthropy c an be a to ke y �- 10- / 1 o ~ II=1 ' on t u r f i sm " i c e r n s t h e p e r s i s t e n c e o n a f " d d r e s s i n g , con t a ln e ed s . U s u a l l y p rog r am s o f hum an s e r v i c e a r e b a d l y f r agm en t ed and l a c k c o n t i n u i t y . In B a t t l e C r e e k , f o r ex amp l e , w e h av e 67 i d e n t i f i e d v o l u n t a r y ,n o n p r o f i tg roup sd i r e c t e dt ot h en e ed so fy o u t h . P l u r a l i sm i s good ; c om p e t i t i o n c an a l s o b e h e a l t h y , b u t i n f i g h t i n g , a d v e r s a r i a l s t a n c e s ,and comb a t iv eb e h a v i o ra r en o t ! T h e c l e a r e st ex amp l ei no u r hom e town w a s i nh e a lt hc a r e , wh e r e w e h ad tw o h o s p i t a l s , v i r t u a l l y a c r o s s t h e s t r e e t f rom e a ch o t h e r , e a c h s u f f e r i n gf rom l e s st h a n50 p e r c e n to c cup an cy . In a d d i t i o n ,w eh av et h e u s u a lh o s to fo t h e rh e a l t hc a r eo r g a n i z a t i o n s-V i s i t i n g Nu r s e S e r v i c e , D ep a r tm en t o f P u b l i c H e a l t h , Am e r i c an R ed C r o s s , H o s p i c e , M e a l s o n Wh e e l s , v o l u n t a r y ambu l an c es e r v i c e s ,. andm any mo r e . U n h a p p i l y , w h i l e e a ch i s compo s ed o f i n t e l l i g e n t ,a b l e ,d e d i c a t e d , and w e l l i n t e n t i o n e d i n d i v i d u a l s ,e a ch a l s ot e n d st oa d d r e s si s s u e sf rom t h e p e r s p e c t i v eo ft h e i ro r g a n i z a t i o n a lo ri n s t i t u t i o n a lo b j e c t i v e s . E a ch i s c o n c e r n e dw i t h t h e i rown n i c h e , tooo f t e nn o ts e n s i t i v et ot h ea c t i v i t i e s o f o t h e r s and w i t h i n s u f f i c i e n ta t t e n t i o nt ot h e comp r eh en s iv eh e a l t h n e ed s o f t h ep e o p l e o f t h e commun i ty . In B a t t l e C r e ek w e f i n a l l y s u c c e e d e di ng ett i n gt h e two h o s p it a l s to m e rg e . Now w e a r e i nt h e p r o c e s so fg e t t i n gt h eo t h e rp l a y e r s toj o i nt h et e am . Ag a in , ac h a l l e n g ef o rp h i l a n t h r o p yt ob e an i n f l u e n c ei nb r i n g i n ga b o u t s e r v i c e swh i ch a r ec om p r e h e n s i v e ,c o l l a b o r a t i v e , and c o n t i n u o u s . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1994-01-25_RMawby_SPE Title A name given to the resource Russell Mawby speech, Employment Development Community Forum Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given January 25, 1994 for the W. K. Kellogg Foundation at the Berrien-Cass-Van Buren Private Industry Council. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1994-01-25 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a3d797d91c51e425be2ce55dcb92b039.pdf 203d6aace4bdcd276a2f8f3dbca630e7 PDF Text Text "EVOLUTION OF THE LAND-GRANT SYSTEM" Remarks by Russell G. Mawby Cha irman and CEO W. K. Kellogg Foundation Battle Creek , Michigan Meet i ng of ~n e Deans a~d Direct0rs of Land-Grant Colleges 0 f Agciculture, North Central Region Ch i ca go , Illiaois Oc t ob e r 11, 1985 I I appreci a t e your thou ghtfu l ness in i nv iting me to participate program. It ~n thi s a privilege and rare opportunity to meet with the leadership of ~s the colleges of agriculture and natural resources of the land-grant universities of our twelve Northcentral states -- the deans and the persons responsible for activi ties ~n Cer t ainl y this t research, t e a ch i n g , Extension, and international progr ams. s the h e ar t l an d o f Ameri c'ari agriculture. h ave provided leadership, not on l y ~n These i nst i t u t i ons thei r respective sta tes and region, but na tionally and i nternationally i n the past. It ~s to them we look with antici- pa tion and high e xpectation for th e futur e. I compliment you on this program and t he un usual collection of speak er s you have inc l uded. I commend you also for meeting jointly, bringing to gether your respective responsibilities in agriculture. I sense this ~s a new ex- perience for many of you and I would encourage you to con tinue this pattern of join t meetings, for one of the reali ties confronting and confound ing Ameri ca n agriculture is the fragment a tion o f i nterests and activi ties. Cer t a i n l y these are challenging time s in American agriculture. Fa r mi n g and agr i business have chan ged and wi l l change even more dramaticall y i n the �2 y e a rs imm ed i a te lyah e ad. L and -g ra n t un ive r s i t i e s~ a l s offisk ed r am a t i ca d - j u s tm e n ts i fthey a r et ob eb o t hr e s p o n s i v eand respo n sib le 1ns e rv1 ngt h e i r so ci e t a ln e eds . My obs e r va tion a f t e rh avi n gp ar t i c i p a t e d1n ~ o fj o u rs eSS1 0ns 1S tha t th i s1Sa g re a t m e et i n g , rn t e rm so f ideas and r h e t o r i c . I f .i, \f a c t, any of you , in d i v idua lly and a st e am s ,do any th ing mu ch o fw ha t you h av e be en s a y a v eb een a s ing , it w illh n ~an m ee t i n g . I I T he t h oug h t s I nowsha re w i t h you g rowo u t of a p e r s o na le x p e r i en c e and d e ep con v i c ti o n . F i r s t , I have an unbou nd ed a p p r ec ia t i o nf o rand adm i r atio no f ou r la n d g r a nt co lleg es and un ive rs ities. D es c ribeda s Am e r i c a 's f ir s td is t i n c t i v e co n t r i b u t i o nt oh ighe r edu ca t i o n ,"t h e s ei n s t i t u t i o n sh av eb een m a j o r p l a y e r si nsha p i ng Am e r i c a 's d e s t i n y . Th ey r e p r e s e n tone embod im en t o f the p h i l o sophy exp r e s s ed o ften byW . K . K el l o gg , "Edu c at i o no f f e r st h eg rea test oppor t u n i t yf o rr e a l l y imp ro v i ng one g ene ra ti o n ov e r ano the r." T h e i ct r a d i t i o n 1S con s i s t e n t w iththat o ft h eW . K . K e l l ogg Foundat i o n : Fo r th ea p p l i c a tio n o fknow ledg e tot h ep robl em so fp e o p l e . S ec ond, I amab enef i c i a ryo f~ r min Kent Coun ty , i Mchi g an . fa e land -g ran tp h i lo sophy . Ig r ew up on a Ou rc o u n t yagen ts -K ea ts K .V i n i n g , Coun ty A g ric u lt u r a l A g e n t , and E l e ano r D ensm oo re , Home D emon s tr a t i o nA ge n t-e n r i c h ed t h elifeo f the M aw by f am i l y in m anyw ay s . L a rg e l yt h rough t h e i r iu f l u e n c e, I h efi r s tm emb e r o f theMawbyfami l yt oe a r na b a c ca l a u r e a t ed e g r e e . becam et Fr o mea rl i e st d ay s of t h e4 -H p rog ramto t h epr e s e n t ,b o t hm y p e r s o n a ll i f e an d m yp ro f es s ion a l lif eh a v eb e en i n t e rm ingled w ith t h elan d -g ran t wo rl d . �3 Th ir d , you, 1nyou rv a r i o u sp o s i ti o n so f ~es ns a re p r i v i l e g e d t op rov i d e le a d e r s h ipf o rag ric u lt u r e ,t h ea r e ao fhum an e n d e a v o r wh i ch w a s z ed a so fp ar amoun tim p o r t a n c ew h e n t h eM o rrill A c tw a s p a s s e d in1862 . recog ni Ag ricul t u r eh a s be en p rope r lyd e s c r i b ed a st h eb a s i chum an e n t e r p r i s e ;o n l ya s peop le s u c c e e di na g r i c u l t u r e-- t h efund am en t a lp r o c e s s e so fs u s t a i n i n gl i f e t h ro ug h an a d e q u a t e sup p l yo fwho l e som e food-can t h e yt h e nr e d i r e c ttheir erg ies and r e s o u r c e st oo t h e ra c t i v i t i e s ,f u l f i l l i n gt h e i ra s p i r a t i on si n en s t a n d a r d so fl i v i n g and q ua l i t yo fl i f e .O u r l a n d g r a n tc o l l e g e so fa g r i cu lt u reh a v ea g r e a tt r a d i t i o n :y o ua r et h es t ew a r d so fthe f u t u r e ,t h e on e s wh ow i l lm a k e t h i n g sh a p p e n . Thu s , I reg ard m ytim ew i t h you a sp r e c i o u s . ' fu i l ev a r10US instit u tions p l a yd i s t i n c t i v er o l e s1 ns h a p i n gt h ea g r i c u l t u r eo f o u r cou nt r y and t h ewo r l d, no ne 1S mo r e impo r t a n tt h a no u r l a n d g r a n tc o l l e g e s o fag ricu ltu re, w ithu n i q u er e s p o n s i b i l i t i e sinr e s e a r c h ,t e a c h i n g ,E x t e n s i o n , and i n t e r n a t i o n a lp rog r am s . Y ou ri n s t i tut i o n se i t h e red u c a t eo rh ave t h eo p portu ni . t yt oLnf ' lu enc eb o t h the p e o p l eand t i le pL "OC eSS e s by w hich a g r i c u l t u re p rog resse s, ' f ui l e ag ric r l .tu re , , , i l li n e v i ta b ly ch ang e , yo uh ave t h eri c hand . , ; .w e " om eop p ort . u nity t osh ap et .ho se c ha ng es, I I I In c omm e n t i n gb r i e f l yo nt h ee v o l u t i o no fo u rl a n d g r a n t .m i .v e r siti . es, I o tp rov ide a d et a i l e dh i s t o r yb u t : : a t h e rw ill m a k eaf ew o b s e r vat i o n s . w ill n A . I ti su sefu l t obegi ao u rr e v i ewof t h ee v o l u t i o n a r yp r o c e s s by rem ind ing o u rs e l v es o ft h eLangu ag e in t h ea c twh i ch w a s s i g n e di n t ol a w by P re s i d en tL inco l no nJ u l y2 , 1862 . E a ch s t a t ewh ich a c c e p t e dt h ebenef its o f t h i sf i r s tl a n d g r a n ta c tw a s o b l i g a t e dt op r o vi d e : "A tl e a s ton ec o l l e g e w he re t h el e a di n go b j e c ts h a l lb e ,w i th o u t ex c lud ing o t h e rs c i e n t i f i cand �4 c l a s s ica l stud ies and i n c l u d i n gm i l i t a r y t a c t i c s ,t ot e a c hsu c hb r a n c h e so f learn i n ga sa r er e l a t e d toa g r i c u lt u r ea n dt h em e c h a n i ca la r t s. • • i no r d e rt o p ro rnot e L i .be raI and p r a c t i c a l educatLon o ft h ei n d u s t r i a lc l a s s e s in t h e ~ s e v e r a lo u rs u its and p r o f e s s i o n si .n L ife• • • " W h i l e each o ft h el a n d g r an t uni v e r siti . e ss t a r t e da s mod e st ,s im p l e E . _ : _ost i t i l ti ons, t h e yhave nOH b e com e comp le xu n i v e r s i t i e so fma j o rs t a t u r ea n d high q u a l i t y . I near l i e rd a y s ,a g r i c u l t u r ea n de n g i n e e r i n g n v . ~ ~ dom i .n ant, wit . h a lm o s t" e x c l u s i v erights" t ot h er e s o u r c e so ft h e.m i v e r sity, B o t hd e v e l o p e d pr o g r am so ft e a c h i ng , research, a n dp u b l i cs e r v i c e / o u t r e a c h /E x t e n s i o n . Th e p ri o r i t i e sf o rt h eu n i v e r s i ty t e n d e dt ob et e a c h i n g ,t h e nr e s e a r c h ,t h e n E x t e n si o n . NOH , ag ricuL t . r r e :LS o n l ya m o d e s t pa rt o ft h etotaI u n i v e r s i t y . I n g e n e r a l ,' :h ep ri .o r i t ie so ft h au n i v e r s i t yh a v es h i f t e dt opu tr e s e a r c hf i r s t , ~ en t e a c h i n g ,a n dt h e nE x t e n s i o n-w i t h ~ se ~ e a n do u t r e a c ha c t i v i - t i e scha racte ristic of a g r i c u l t u r eand o n l yl im i t e do t h e rp a r t so ft h eu n i v e r s i t y ,n o t cha r a c t eristic o ft h eu n i v e r s i t ya tl a r g e . ~ s m o s t :and -g rant u n i v e r s i t i e st o d a ya r el o s i n gt h ed i st i n c t i v e n e ss o f c h eba la nce o rb l e n do f' :eaching ,r e s e a r c h ,a n dE x t e n si o nwhich c h a r a c t e r iZ 2 st n el a n d g r a n tt r a d i t i o n . D . A s l a n d g r a n tunive rsities h a v eg rown i ns c a l ea n d in c om p l e x i t y , c o l l e ge s of a g r i c u l t u r eh a v et e n d e dt ob e com ec a p s u l a t e di n te llectua lly. t : JO T o l a r g ea ne x t e n t ,t h ef a c u l t yi nag r i c u l t u r eh a v ed e v e l o p e da ni n s u l a r m e n t a l i t y" L i vi .ngap a rt fro rni ° ' l t h e r: :h anb l e n d i n gw i t h t h em ai .n str e a rno ft h e ~n e e a l i f eo f =h e ~ns ~ n �5 E . \ i h e rea s in e a r l i e rd ay s , those i np o s it i o n so f le a d e r s h i pi nco l- le g e s of ag ric u ltu r et o o ka b r o a d and encom passing stanc e, t h er o l ea s s um e db y a g ri c u l t u r a ll e a d e r si nt h el a n d g r a n tJ n i v e r s i t i e sh a sb e com ep r o g r e s s i v e l y mo re n a r r ow . T o i l l u s t r a t e ,a tt h et u r no ft h ec e n t u r y ,d e a n so fag r i c u l t u r ea n d t h e i ra s s o cia t e sb ec am ec o n ce r n e dw i th b r o a d is s u e s im p a c t i n gu p o nt h eq u a l i t y of l i f eo f fa rm f am i l i e sand r u r a lc omm u n i t i e s . T h u s , t h e yw e re r e s p o n s i b l e f o rt h ec r e a t i o no fd e p a r tm e nt so fru r a l education , . e it h i nt h ec o l l e g eo fa g r i cu ltu r e ,t oa d d r e s st h einadequ a c ies o f the o n e c o om s c h o o l ;t h e yc reated d e p a r tm e n t sof r u r a ls o c i o l o g y ,t od e a lw i t h p r o b l em so ft h eb r o a d e rc o mm u n i t y ; they c reat e dd e p a r tm e n t so fhom ee c o n om i c s ,t oa d d r e s s ~e q u a l i t yo ft h ehom e and fam i l y liv i n g circum s t a n c e s on th ef a rm ;t h e y cre at . edb o y s ' and gi . r L sI c l u b wo rk (now4 -H )t or e l a t ef o rm a le d u c at i o nt of a rm1i ' " i n ga n da s a tec h ni .q u e to inject i n n ovat i o n s . Now , t h eem p h a s i s in c o l l e g e so fa g r i c u l t u r ei supon a g r i c u l t u r ep e rs e , w ith a h e a v yp r o d u ct i o no r i e ntat i o nbu tw i t h som e emp hasis u p o nm a n a g em e n t a n d ma r k e t i n g . C o n c e r nf o rb r o a d e ri s s u e so ff a rml i v i n g ,r u r a le d u c a t i o n ,r u r a l comm u n ity l i f e ,i n c l u d i n gh e a lt hc a r ean da l lt h er e s t ,h a sb e e ns i n f t e delse : w h e r ew it h in t h e unive rs i ty, a n dc o n t em p o r a r yi s s u e sm a y o r m ay no t b e e~ ti v e ly a d d r e s s e d . In th ec o l l e g e so fa g r i c u l t u r e ,t h i shas resu lted i ns e~ s e a ~a t i on, b u tw i t hd i f f ic u lt i e si ni n t e g r a t i n gt h e sp ecia lti e sand re lati n g th em t o the l a r g e r1 s s u e so fc h a n g i n gs o c i o / e c o n om i c / p o l i t i c a lc i r c um s t a n c e sa thom e a n da b r o a d . �-5- IV Two years ago, I had the pleasure of giving the Seaman A. Knapp Memorial Le cture at the Land-Grant Meetings in Washington. wa s a man of unusual vision. Undeniably, Seaman A. Knapp A pragmatic dreamer, he was adept at developing a c on ce pt of what the futur e might be, then analyzing the constr aints of problems, determining the research knowledge appropriate to thei r solution, and mobilizing the resourc es necessary t o the task. farsighted, clear. His field of view was broad, At the turn of th i s century and before, he provided a v ision of which all o f us are the beneficiaries. The conditions of l ife have changed in dramatic and remarkable ways since t h e days of Seaman Knapp. The challenge to those now in positions of leadership responsibility is to provide visionary leadership comparable to his in cl arity, breadth, and scope. My concern is that too many of you may suffer an impairment which might b e label ed "agricultural scotoma." In medieval La t i n , the language of medicine, scotoma 1S defined as a dimness of V1S1on. In pondering the future, I wonder -- do we in agriculture h ave e io.rgh breadth of v ision; do He s ee quite far enough; do we compreh end broadly en ou gh what agriculture can and should be at the turn of t h e century and beyond? Agricultural scotoma, to the extent such a condition may exis t 1n our intellectual processes, will prescribe a limiting V1S10n of t h e future. sharing with you my conc erns in this regard, I have organized my thoughts around seven poin ts. First, agriculture should take the lead in revitalizing the land-grant philosophy at you r inst i t ution, not just in rhetoric bu t in practice. In �-7I sense the un1que role envisioned for the univers i ty in the land-grant concep t is in jeopardy. The leadership of many of our land-grant institutions - - boards of t r u s t e e s , presidents, provosts, vice presidents for research, V1ce presiden t s for business -- simply do not understand the tradition and the d ream. To t h e e xtent it still exists, it is in your college. You have the responsibilit y for its re-invigoration there and beyond. A. There should be a systematic program of orientation for new faculty in your college o f agriculture and for the total university. Every new f aculty member should l e a r n about the land-grant trad ition and become aware of the breadth of the university's programs in teaching, resea r ch, and Extension -_. visit a county e xt e n s Lon office, visit the main e x p e r i me n t station and a a regional substation, see ,mat the uni- versity is doing to address human concerns 1n rural communities, county seats, and center ci ties. B. Undertake for your college a systematic program of development for department chairmen, who play su ch a critical role an the life of t h e institution. My contacts with department chairmeJ 1n a gricLilture wo u ld lead me to believe that many do not fully •m d e'r s t and or have a deep commitment to the land-grant notion. c. Build an expectation an your college that every faculty mernbe r wi l l have a responsibility to teach, create new knowledge, and relate their disc ipline to the needs of people iJ your state. They 3hould be encouraged in every possible way to undertake interdisciplinary, interdepartmental, inter-college activities. D. Reinforce this expe ctation in the reward syste m. Second, the stature of agriculture within the university must be elevated through conscience efforts by those in agriculture. �8 - T h em o d e r n l a n d g r a n tu n i v e r sit yi sa c om p l e x, s o p h i s t i c a t e d ,m u l t i f a c e t e di n s t i t u t i o n .A s o t h e ru n i t so ft h eu n i v e r s i t yh a v eb e e ne s t ab li s h e d and have gr ow n ,a g r i c u l t u r eh a sb e e nb y p assed i nr e l a t i v es c o p ea n d sc a l e w i t h in t h eu n i v e r s it y . B ec a u s eo fs p e c i a lf u n d i n ga r r a n g em e n t sg r ow i n g ou to f t h el a n d g r a n ti n s t i t ut i o n ,a g r i c u l t ur eo f t e nf i n d si t s e l f~n a d e f e n s i v e stance w it h i nt h eu n i v e r s i t y . O f t e nw ithin t h ec o l l e g eo fa g r i c u l t u r ei t s e l f ,a u n i f y i n gs e n s eo f?UL po se s e em st oh el a c k i n g . l . . fu et h e ro n es t u d i e st h eo r g a niZ 3 tio n a I cha r t o rt h e cou rse o f f e r i n g s ,o ra n a l y z e sa v a r i e t ya n ds c o p eo fd e p a r tm e n t a la c t i v i t i e s , t h e r ei sl i t t l e e vi d e n c eo fa c o l l e c t i v es e n s eo fm i s s i o n a r o u n dt h eth em eo f r i c u l "ag t u rs. " "F u r a ~easan s fac ult i e so fa g ricultu re rn m any i n s t i t u t i o n s ha v e d e ve l o p ed a ni n s u l a rm e n t a l i ty ,i s o l a t i n gt h em s e l v e st oa s i g n i f i c a n tex t e n t fr o mt h el a r g e ru n i v e r si t yo fw h i c h t h e ya r ea pa r t . A l l o f ~ s u gge s t sp 0 s s i b l e cou rses uf ac t i o n . IA . B r i g h ty o u n gm ind s m u s t ~ e a t t r a c t e dto t h eag ri . cu L t rraL f a c u l t y . B . Th e mi s s i o no ft h ec o l l e g em u s t b ec o n t i n u a l l yu p d a t e da n d c omm u n i c a t e dt h o r o u g h l yw i t h i n t h eu n i v e r s i t y and b e y o n d . C . T h o s ei na g r i c u l t ur em u s t becom e mo r e a c t i v ei nt h ei n s t i t u - tiona la f f a i r so ft h eu n i v e r s i t y . D . 0 " : Wh en p e r s o n si np o s it i o n so fa u t h o r i t y do n o thave a k n ow l e d g e ag ric u ltu re, t h ec o l l e g eof ag ricu ltu re s h o u ld a ssum e re spon si .b i .L i ty f o r; : :h e i : ce n l i g h t e nm e n ti nap p ro p ria t e( ' l ay s. E . S t u d e n t s and f a c u l t yi na g r i c u l t u r es h o ul dbe e n c o u r a g e dt o i n t e r a c tw ith di s c i p l i n e st h r o u g h o u tt h eu n i v e r s i t y ,c o n t r i b u t i n gto and b e n e f i t t i n gf r o 'l1 t h er i c h n e s so ft h ei n s t i t u t i o n . �9 Thi r d ,l a n d g r a n tc o l l e g e so fa g r i c u l t u r es h o u l da s s um et h ec o o r d i n a : " ing L a a de rs h ip r o l ei no u rn ation's p r o g r am so fa g r i c u l t u r a lr e s e a r c h . Wh e r e a s i ne a r l i e rd a y s thi. ,l e a d e r s h i pr o l ew a s a s s um ed b yt h eU n i te d S t i t e sD epa r tn ent of Agricu ' ltc r e, f o rt h ep a s th a l fc e n t u r yt h ee f f o r t sof t h a ta g e n c yh a v eb e e nl a r g e l yd e dic a t e dt ov a r i o u sp r o g r am so fd i r e c tb e n e f i t t osp ec if ic g r o u p so ff a rm e r s ,c o n s um e r s , and o t h e rs p e c i a li n t e r e s t s . In t h e vacuum w hi c hh a sr e s u l t e d ,l a n d g r a n tun ive rs i ties h a v et h eo p p o r t u n i t yt o d e v e l o pt h e mo r e s y s t em a t i ca n dr a t i o n a lp a t t e r nf o rd e t e rm i n i n gr e s e a r c h n e e d sa n dp r i o r i t i e si na g r i c u l t u r e ,t h ea l l o c a t i o no fr e s e a r c hr e s o u rc e s , and t h e coo rdin a tion of m u l t i p l e effo rts a c r o s st h en at i o n . W h i l e s p o r a d i c e f f o r t s a ~ b e e nm ad e to a d d r e s st h i si s s u e ,t h er e s u l t sa r en o ty e t ~ss i " ,T eo rc o n vI n ci .ng , T h ee ro si .ono fs u p p o r t ,b o t hf i n a n c i a land a t t i t u d i n a l ,f o ra g r i c u l t u r a l ~esea~ y' )UC c re a t i .vs and stata sm an li .ke to c e s o l u t i o n ~ se em st ob eo n ec o n s e q u e n c e . Iu r g e ap p ro a c h to t h i si s s u e ,l e s ti t b er e l e g a t e d t h ep o l i t i c a la r e n a . F o u r t h ,c o l l e g e so fa g r i c u l t u r es h o ul dl a u n c hn ew i n i t i a t i v e si nc o n t i n u i n ge d u c at i o n , augm e nt i n gt h e i rt r a d i t i o n a lcomm i tm en tt ol i f e s p a n l e a r n i n g . A g ri . cu ltu raI edurati .on, en comp a s s i n gv o c a t i o n a l .a g r i c u l t u r ea tt h e seconda r yL evel , pO i>tsecond a ry d eg ree o p t i o n s , and p rog ra rn s in 8 0 0 p e r at i v e E xte n si .on ,p r o v i J e st h el a r g e s tand m o s t com p lete i l l u s t r a t i o no fl i f e s p a n L ea r ni n gi nt h e~ c a nt a k e ~a d You r u n e n d i n gc h a l l e n g ei st ok e e pi t s o . h 'hi l ey o u s a t i s f a c t i o ni na c c om p l i s hm e n t s tod a t e ,I f i n ds u r p ri si .ng L n co n si . ste n c i . es, ~ a e u ni . ve rsi . ties h a v e; 1 0 t; )een a t It h i n ki t is f a i rt os a yt h a tt h el a n d g r a n t ~ e f o r e f r o n ti nt h ed e veLopm ent d e g r e e s . T h i ss e am sp a r t i c u l a r l yt r u ei nag ricu l ,tu re, ' J : :ex tern al . M any ag ric u Ltu r aI �-10s t u dent s drop out of college during the course of their undergraduate career, or never begin a degree program of study before launching into the family farm enter prise or otherwise moving into agribusiness. Your college of agriculture is probably the only college in your university which has faculty members res ident in every county of the s t a t e . Yet, typically, and in fact with only one or two exceptions to my knowledge, colleges of agriculture have done nothing 1n the creation of external degree programs to enable practitioners to compl ete the req u i r ements for bac ca l a ur ea t e or advanced degrees. Si milar ly, colleges of agriculture seem reluctant to move forward wi th the concept of experiential learning, in which academic credit is awarded for demonstrated competence and performance. With the t radition of "learning by doing" and applica t i on of resear ch knowledge in practical situations, it seems natural for agriculture to be a ca talyst, rather t han a spectator, 1n this excit i ng new development in continuing edu cation. Further , in agriculture there is lacking a systematic and comprehensive approach to the continu ing professional education of agricultural pr o f e s s i on a l s . \\There this has become institu tionalized in other professions, i t is spasmodic and random in the field of agriculture. Thus, while agriculture 1S in one sense the pioneer 1n lifelong lea rning and has been a pacesetter, it now seems to be lagging behind th e times as e xciting new developments occur in continuing education. Fifth, colleges of agric ulture should contribute more actively to the pr oce s s es of agricul tur al policy development. 'I'he decis ion-making pr-oc e s s by wh i ch agricu1 tur a l policy is established se0.flIS in disarray or v ir tua l.Ly uon ex is tan t in any rational s en s a , The Farn Bloc, which was a power fu I reality for two decade" following World War I, has been f'r agmen t e d by the dev e l.o pmen t »f commo d i t y and r eg i.on a l groups. While �1 1 f J r3 ~ nd ed yea rs, fa rm e r shad t h ei n i t i a t i v ei nd e t e rm i n i n ga g r i c u l t u r a l ?o licy, t o d a yt h o s e~ w a n t to i n f l u e n c ed ec i s i o nm a k i n g and d e f i n et h e p o l i c ya g e n d ai na g r i c u l t u r em u s t j o i nw i t hn o n f a rm s e c t o r so ft h ee c o nomy . It i sa p p a r e n tt h a tt h es c o p eo f trad itiona lf a r mp o l i c yh a se x p a n d e d. Conce rns f o rn a ti o n a ls e c u r i t y ,t h ee n v i r o nm e n t ,c o n s um e ri n t e r e s t s ,a n d e c o n o m ic a n dr e s i d e n t i a ld e v e l o pm en tnow i n f l u e n c et h ed ir e c t i o no fAm e r i c an a ~ e I no r d e rt h a ti n f o rm e dand p r u d e n t de ~ s ns can b em ad e r e - g a rd i n gf o o dp r o d u ct i o nand u s e ,a l t e r n a t i v ecourse so fa c t i o nr r ru st be f o rm u l a t e d ,a s s e s s e d , and commun i ca t e df o rt h econ si derat i o no f poli . cym a k e r s ~n b o t h th ep u b l i ca n dp r i v a t es e c t o r s . U n f o r tu n a t e ly ,w h i le t h ep r o c e s so fp o l i c ys e t t i n gin a g r i c u l t u r eh a s b ecom e mo r e tumu lt u o u sand t h ei s s u e smo r e u r g e n t ,t h een g a g em e n to fc o l l e g e s o fa g r i c u l t u r ei nt h i sa r e ao fp u b l i cc o n c e r ns e em st oh a v el e s s e n e d . You n eed o n l yr e v i ewt h er e s e a r c h and e x t e n s i o nb u d g e t a r ya l l o c a t i o n sf 0 ra g r i cul t u r a lp o l i c ya c t i v i t yi ny o u ri n s i t u t i o nt ov e r i f yt h i sim p r e s s i o n . A n a d d i t i o n a ld im e n s i o nr e g a r d st h eu n d e rs t a n d i ng o fa g r i c u l t u r eb y d e c i s i o n -m a k e r sa n dt h ep u b l i c . Mo s t of t h ep e o p l ei nt h eU n i t e d S t a t e s know l i t t l e o rn o t h i n ga b o u ta g r i c u l t u r eand a g r i b u s i n e s s . T h i ss u g g e s t sac h a l l e n g ef o rag r i c ultu re t og e n e r a t ec o n t i n u i n gp u b l i cu n d e r s t a n d i n go fa n ds u p port f o ra l lt h a ti sr e q u i r e dt oa s s u r ea r e l i a b l e ,c o n t i n u i n gs u p p l yo fh i ghq u a lit yf o o da tr e a s o n a b l ep r i c e s . I nt h el o n g e rt e rmI s u g g e s tt h a tc o l l e g e s of a g r i c u l t u r es h o u l de s t a b li s ha s an o b j e c t i v et h ei n c or p o r a t i o no f an u n d e r s t a n d i n go ft h ef o o ds y s t em a n dt h ew ise m anag eme nt of o u rr e n e w a b l e r e s o u r c e si n t ot h ef o rm a le d u c a ' : i o n o fa l lAm e c i c a n s . �1 2 - S ixt h ,c o l l e g e so fa g r i c u l t u r em u s t c o n t i n u a l l yd em o n s t r a t et h e ir efficac y ina d d r e s s i n gi s s u e so fc u r r e n tv i t a lp u b l i cc o n c e r n . Th ep u b l i c co nce r n sw h ich l e dt ot h eestablishm ent o f the l a n d g r a n t un i v e r s i t i e sa r en ol o n g e rv a l i d . Du e i ns u b s t a n ti a lp a r tt o .t h es u c c e s so f initiati v es w h i c h began w i t h t h el e g i s l a t i o ni n1 8 6 2 ,t h eAm e r i c a n p u b l i c now a s sum e sa r e l i a b l es u p p l yo fhi g h qu a l i t yf o o da treasonab le p r i c e s . C o l l e g es of a g r i c u l t u r ear eg e n e r a l l yr e g a r d e da sc o n c e r n e d ,n o tw i t h f o o ds u p p l ya n d n u t r i t i o n ,b u tw ith the s p e c i a l in t e r e s t so ff a rm i n ga n da g r i b u s i n e s s . I n t e rm so fvi t al n e e d sp e r c e i v e db yt h eAm e r i c a n p u b l i c ,c o l l e g e so fa g r i c u l t u r e w oul dg e ner a l l yb ec lassified a si r r e l e v a n t . R e c e n t su rveys o fi s s u e so fp u b l i cc o n c e r ns u g g e s ta c o n t em p o r a r y a g e n d af o rs o c i e t y , It is n o ts u r p r i sin gt h a ta r e l i a b l ef o o ds u p p l yd o e sn o t app ea ron the l i s t . Som e i t em s ,s u c ha sn u cl . e a ra rm s ,a r eo f im p o r t a n c et o 03 .11 o f ~s b u ta r en o tc e n t r a lt ot h em i s s i 6 n o ft h ec o l l e g eo fa g r i c u l t u r e . B ut othe rs, ho c eve r, a r ed e e p l y Lmbe d d ed : 'n c . i lt u r ei sco rnp rise d, ~ e d i s c i p l i n e so fw h i c h a g r i - Twocom e Lmm edi ateLy t om i n d : t h ec o n c e p tof h e a l t h p rom otio u /d i s e a s ep reve ntio n, tob o t hp r om o t e phy sic a l <N e l l -b e : ; 'ng a n dc o n t r o l ' I l e a l t hc a r ec o sts; and t h ep u b l i c conc e ro f o re n v i r a nm e n t a lq u a l i t y . A s r e g a r d sp h y s i c a lw e ll-being, w e . a l .Lknow t h a tan a d e q u a t es u p p l yo f n u t ritio u sf o o d is e s s e nt i a l .Ac o n c e r n £ 0) , - h• .im annutri . t i .on s h o u l db e i ·1 . co r - p o r a t e dm o re c om p r e h e n s i v e l ya n d im a g i n a t i v e l yi n t ot h ea f f a i r so fa g r i c u l t u r e I fp u b l i cf u n d i n gi st ob es u s t a i n e d . F u r t h er ,nu t r i t i o na sa f i e l do fc o n c e n t r a t i o n ~s o a tb e e nw e l l d ev e l o p e do rw e l l o r d e r e d in m o s t unive rsities. Col l e g e so fa g r i c u l t u r eq u i t ea p p r o p r i a t e l ymi g h tb et h em o b i l i z e r s o fc om p r e h e n si v eand c o o r d i n a t e de f f o r t st op r om o t e hum an n u t r i t i o n . �-13 - A s re g a r d st h ee n v i r o nm e n t ,a g r i c u l t u r eh a s a rich t r a d i t i o nof de ~n strated st e w a rdsh i p and a c c om p l i s hm e n t . U n f o r t u na t e l y ,r .n t h ec o n t em p o r a r y s c ene, a g r i c u l t u r e1S o f t e ns e e na sav i l l a i na n di son th ed e f e n siv e . A gr i c u lt u r es h o u l dm ove p o s it i v e l ya n da g g r e s s i v e l yt ot h ef o r e f r o n ti n env i ronm ent a li s s u e s ,r a t h e rt h an r e s i s tt h et i d eo f? u b l i cs e n t im e n t . I nsumm a ry ,t ow a r r a n t t h ec o nt i nui n ga n di n c r e a s e ds u ? p o r to fp u b l i c f u n d i n gb o di e s ,a g r i c u l t u r em u s t articu late c l e a r l yi t sr o l ei nse r v i n gt h e contem po ra ry c o n c e r n so ft h ep u b l i c . T r a d itional s u p p o r t ;g roup sN iH p rove inade q u ate i nt h ef u t u r e . F i nal l y ,c o l l e g e so fa g r i c u l t u r es h o u l da s s um eal e a d e r s h i pr o l e1n addr e s s in gt h ep r o b l em s of r u r a lAme ric a ,i np r e s e r v i n gt h ev i t a l i t yo ft h e c o u n t r y s i d e . W h i le u r b a n Am e r i c ah a s it sa r t i c u l a t es p o k e sm e na n dp o l i t i c a lcad re, t h e r ei sno c o h e s i v ev o i c eo ft h ep eop l eo ft h el a n dand t h esm a l l town st h a t co nstitute a g r e a tp o r t i o no fo u rp o p u l a t i o na n dt h ev a st on aj o rity o fo ur g e ogr a p h y . And e v e ni . nt h em o s t r u r a lo fo u r sta t e s ,l a n d g r a n tuni v e rsities ad d r e s sr u r a l1 s s u e s and needs i ns p o r a d i ca n di n a d e q u a t ew a y s . O n e o ft h epo t e n t i a l l yd e vastat i n gc o n s e q u e n c e so ft h ec u r r e n tc r u n c h i na g r i c u l t u r ei st h ed ebi l itatinge f f e c ton r u r a lcommuniti . e s, Th ee r o s i o n o fb o t h fa rmin com ea n dr u r a lt a xb a s ew i l l m ak e i t d i f f i c u l t ,p e r h a p s im p o s s i b l e ,fo rm any ru ra la r e a st os u p p o r t ~e v a r i o u se l em e n t so fw h a t s o c i o l o g ists and e c o n om i s t sc a l l" i n f r a s t r u c t u r e " ; s c h o o l s ,h o s p i t a l s ,r o a d s ,hum an ser v ic es, g o v e r nm e n t a l op er a t i o n s ,a n da l lt i l er e s to ft h ee lem ants t h a tcon · t r i b u t et ot h equa lity o fl i f e . �1 4 Th is f a c ts e em sl o s ti nt h ec h a o tics c r am b l eo f ~a a ~ now a d d r e ssi n gf a rml e g i s l a t i o n ,w ith v e s t e di n t e r e s t sv y i n gt op r e s e r v et h e i r p o s i t i o n s . F o r mo r e than a h a l . fcentu ry, t h eb a s i co b j e c t i v eo fAm e r i c an f a rm p o l i c yhgg b2 en ch e ap foon . A t t h i spo int i nou rh i s t o r y~e n e ed a p e r sp ecti .v el a r g e r ,mo r e comp rehen sIv e , mo r ev i s i o n a r y ,i f mu ch o f thec h a r a c t e r o f Am ericanli f ei st ob ep r e s e r v e d and n u r t u r e d . A nd S J, whosp eaks f o rRURAL -andm o b i l i z e s know l edg er e s o u r c e sf rom t h r o u ghou t th eu n i v ers i t yt oa d d r e ssru r a li s s u e s and n e ed s ? I hop e you rc o l l e g eo fag ricu ltu re do e s ! I nad d r e s s i n gag ricu ltu re 's sy s t emo fdevelopmental in s t i t u t i o n s , D r . J a m e sT . Bonn en o b s e r v e s , "P e o p l e,n o ts c i e n c e ,t r a n s f o rm e du . s . a g r i c u lt u re . M en andw om en, a c t i n gt h r o u g ht h e in st itu tions w h ich t h ey c r e a t e d ,d ev e lop ed s c i e n t i f i cknow l edg e , ch ang ed hum an v alu e s and a s p i r a t i o n s , m o d i f i e do l d inst itu tionsand c r e a t ed newon e sa st h e ys aw t h eneed , and step by step t r a n s fo rm ed t h ep rodu ct i v i t yand w e Ifa re o f U .s . fa rm e r s . " If eve r the re w as r i c h ,r i p e n ~ t ob ea d e an o r di r e c t o rwho "m a d e a di f f e r e n c e , "t h a ttim e1S now . I fa n y t h i n g , you rc lien te le a r emor e re ady t h a nis t h eac ad emy . Th e r ew i l lb eo p p o r t u n i t i e sa tt h er e g i o n a ll e v e l ,b u tt h el i n e so f the r e g i o na r ea r b i t r a r yand t h e r ea r eg r e a td i f f e r e n c e sb e tw e en and among s t a t e s . The re w i l lb eo p p o r t u n i t i e sf o r ~s a e e f f o r t s ,i fsu ch a d ir e c - t i on do e sn ot i nf a c tr e p r e s e n ta c o p o u t . Mu l t i st a t ee f f o r t scan b eu s ed t o stim u la te, m o t i v a t e , e n e r g i z e . �-1 -5 - I wou ld s u g g e s tt h a tt h es t a t el e v e li swh e r e it i sr e a l l ya t ! ! ! I ti sa r e a l i t yt h a tno -one i na c ad em i co r gov e rnm en t a la g r i c u l t u r e 1S rea llyh u r t i n g int h es e n s et h a tf a rm e r s and a g r i b u s i n e s sa r e . D i ck And er s o n , i nh i sv e r y tho rough and t h o u g h t f u lp r e s e n t at i o nl a s te v e n i n gobse rved, "A t t h eAnde rson si nM aum e e , w e h av eb e en th rought h em i l l t h e s el a s t n o n t h s . W e've r e d u c e d , re struc tu r e d , rea llo cated , red irec ted ,r e c y c l e d . And b o y ,a r e w e f o c u s e d : " I~ 380 c RGM : 19 e t h a tyou ,i nr e g a r d s toyou rc o l l e g e ,c an s ayt h a t1n 1990 . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1985-10-11_RMawby_SPE Title A name given to the resource Russell Mawby speech, Evolution of the Land Grant System Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 11, 1985 for the W. K. Kellogg Foundation at the Meeting of the Deans and Directors of Land-Grant Colleges of Agriculture. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Agriculture Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1985-10-11 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/f121c799bb9b44d047dfb8fb043c6a67.pdf cfb68adb65d17844f966d3e60d31c1e4 PDF Text Text --- if.L::;;(~L M5LL .s- 1(..-1g' G) f ~ ~ ~ 0- • J 40 c ). �.::zz. ~ v'·'\ ~ ~ -;»: "s>: J2±--a' - ' - -' ~ ~....... / I / ��r em a r k st h i se v e n i n g ,"T ne G r e ae e s t oma l e t t e rw r i t t e ni n1935 b yW . K . K e l l o g g , t h ef o u n d e ro ft h eF o u n d a t i o nw i t hw h i c h I amnow a s s o c i a t e d . M r . K e l l o g g , as u c c e s s f u lb u s i n e s sm a n ,w a s a ne q u a l l yp r a c t i c a l a n dp r a gm a t i cp h i l a n t h r o p i s t . H ew a s d e e p l yc o n c e r n e df o rt h e w e l l b e i n go fp e o p l e ,w i t h ap a r t i c u l a rc om p a s s i o nf o rc h i l d r e n a n dy o u t h . I n1 9 3 5 , wh en h em ad e t h ei r r e v o c a b l et r a n s f e ro fh i s f o r t u n et ot h eF o u n d a t i o n ,h ew r o t e ab r i e fl e t t e ri nw h i c hh e c o n c l u d e d ," Iam g lad t h a tt h ee d u c a t i o n a la p p r o a c hh a sb e e n em p h a s i z e d . R e l ie f ,r a im e n t ,a n ds h e l t e ra r en e c e s s a r yf o r d e s t i t u t ec h i l d r e n ,b u tt h eg r e a t e s t good f o rt h eg r e a t e s t numb e rc a n com eo n l yt h r o u g ht h ee d u c a t i o no ft h ec h i l d ,t h e p a r e n t ,t h e ~ t h ef am i l yp h y s i c i a n ,t h ed e n t i s t ,a n dt h e commun i ty i ng e n e r a l . E d u c a t i o no f f e r st h eg r e a t e s to p p o r t u n i t y f o rr e a l l yim p r o v i n go n eg e n e r a t i o no v e ra n o t h e r . " , T h a ts t a t em e n ti sa st r u et o d a ya si t w a s f o u rd e c a d e sa g o . D e s p i t ea l lt h ec r i t i c i sm sa n da l lt h eq u e s t i o n i n g ,e d u c a t i o n i ss t i l lb a s i ct o o f f e r st h eg r e a t e s to p p o r t u n i t yf o r h um a n p r o g r e s s . And f r omt h es t a n d p o i n to ft h ei n d i v i d u a l ,e d u c a t i o n i ss t i l lt h ew ay t oa b e t t e rl i f e . E d u c a t i o n r e l a t e dt ob u t n o t synonymou sw i t hc o u r s e sa n dc r e d i t sa n dd e g r e e sa n d c r e d e n t i a l s ;b u te d u c a t i o n t h ei n q u i s i t i v em i n d ; t h em a s t e r y o fk n ow l e d g ea n ds k i l l s ;a p a t t e r no fi d e n t i f y i n g ,a s s em b l i n g , a n a l y z i n g ,t h i n k i n g ,p l a n n i n g ,a n dd o i n g . �~ o .A . I '""6- . J . . . . , . . .~ ~~~ ~ Q I - S ' c . . .C )S )0 y - ~~ .h ~ . . . . . l . . . . . . . . . . . ~. ;~~ : y o u r ~~ : fi; f ~~ e d u c a t i o nH ill be h e a v i l y s u b s i d i z e db yt h ep e o p l eo fM i c h ig a na n dt h eU n i t e dS t a t e s . W h i l e you ~ yah i g hp r i c e ,i nt e rm so ft im e ,e n e r g y ,a n d d o l l a r s ,n o n e t h e l e s s ,t h ee d u c a t i o nw h i c hy o u I q u i r es u p p o r tf a rb e y o n dt h ef e e sy o u ~ i ~ r e - T h e s ef u n d s~ ~ f r omp u b l i cs o u r c e s ,t h r o u g ht a xm o n i e s , a n df r omp r i v a t e b e n e f a c t o r s ,i n c l u d i n ga l um n ia n do t h e ri n d i v i d u a l s ,c o r p o r a t i o n s ,a n dp r i v a t ef o u n d a t i o n s . I na s e n s e ,a l lo fu s who a r e t h eb e n e f i c i a r i e so fh i g h e re d u c a t i o ns h o u l dim p o s eu p o no u r s e l v e sa s t a t u so fl i f e l o n gi n d e n t u r et or e p a yt h a tw h i c hh a s b e e nb e s t ow e da n dt oe n s u r es im i l a rb e n e f i t sa n do p p o r t u n i t i e s f o rt h o s ewho w i l lf o l l ow . �~ ~(~~ .~ ~ .~ - . /I . i - ~. / J . ~ .. . .,., ...· •. ~ + • l2 . . . , . 1 .( ~ �~ Any r e a s o n a b l ep e r s o nw h or e f l e c t st h o u g h t f u l l yo nt o d a yandtomo r row on wh e r em ank ind i sandwh e r ew e ' r eg o i n g f i n d st h ep r o s p e c ts o b e r i n g . 1 Af ew d ay s ago I r e a da d i s t u r b i n g l yp e s s im i s t i c a n dp e rh ap sd i s t r e s s i n g l y r e a l i s t i c b o o k ,An I n q u i r yI n t ot h eH um a nP r o s p e c t , by Rob e r tL .H e i l b r o n e r . H e i l b r o n e rs u g g e s t st h a tt h r e ei s s u e sabov ea l lo t h e r s sh ap et h ec u r r e n t hum an p r e d i c am e n t . Th e s ec anb e summ a r i z edi nt h r e ewo rd s : p o p u l a t i o n , env i ronm en t ,w a r . �It would be nice if these were simple, tidy issues that we could deal with forcefully and directly. But we immediately see that they are not simple and neat; they are complex, confounding and compounding, comprehensive, inter-related. One of the dilemmas of the human condition is that the problems which concern us are diffuse, complex, permeating, multi-disciplinary, generalized. Think of any current issue of major significance--pollution, health care, transportation, education, the jUdicial system, world peace. Simultaneously, the solutions devised by man are usually specific, simplistic, specialized, narrowly based. Thus, a serious discontinuity exists betwe en the nature of the problems which confront us and the solutions which we contrive for dealing with them. I'll not elaborate on these three issues, simply remind you of them: Population -- ~ realization that the growth of human population is the principal and most compelling threat to the survival of the species (man); Environment -- a growing appreciation for the fragility of the relationships within the earth's environmental milieu, with an awareness of the mind-boggling Consequences of our actions, impulsive or premeditated; and War -- with no better reminder than the words written 350 years ago by John Donne "No man is an island, entire of itself; ev ery man is a piece of the continent, a part of the main; if a clod be washed away by the sea, Europe is the less, as well as if a promontory were, as well a s if a manor of thy friends or of thine own were; any luan' s death dimini shes me; b ecause I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee." �No m a t t e r how w e ch oo s et oc l a s s i f ym an ' s c o n c e r n s ,o rf romwh a t v a n t a g ep o i n tw ee l e c tt ov i ewth em ,u l t im a t e l yi t b e com e sc l e a rt h a t t h eq u a l i t yo fl i f ef o ro u rg e n e r a t i o nandt h o s et of o l l oww i l lb e ] d e t e rm i n e db a s i c a l l yby o u rp r o g r e s si nimp rov inghum anr e l a t i o n s h i p s . Fo r wh e th e rw et h i n ki nt e rm so ft h ef am i l y ,o u r hom e commun i ty ,o u r s t a t eo rna t i o n ,o rt h ew o r l dn e ighbo rhood ,t h ep r im ed e t e rm i n a n to fwh a t l i f ew i l lb el i k ei nt h ey e a r s ah e adw i l lb e a con s equ en c eo fm an ' s a b i l i t y t ol i v ei nh a rmony , on ew i t ha n o t h e r . And t h emo s t imp o r t a n td e c i s i o n s c o n f r o n t i n gu sw i l ln o tb ed ep end en t upon o u r bu rg eon ing t e c h n o l o g y ,b u ti n s t e a dw i l lb ev a l u e b a s e dandv a l u e l a d e n . I I I Th eo n l y hop ef o rc i v i l i z e ds o c i e t yi st h a tmod e rn m an w i l lb emo r e s u c c e s s f u lt h a nh i sp r e d e c e s s o r si nd e a l i n gw i t h hum an a s p i r a t i o n s ,r e f l e c t i n g con t empo r a ryv a l u e s . You r gene ra tion , m o r et h a nm in e , show sp rom i s eo f h av ing t h i scomm i tm en t and c a p a c i t y . Bu t you h av en o t ye tb een r e a l l y t e s t e d . Th er e a lt e s t i n gw i l l com ei nt a n g i b l er e s p o n s e st otougha l t e r n a t i v e s f o rex amp l e ,i nt h el e a d e r s h i pyou p r o v i d ei np r e p a r i n gt h eAm e r i c an p e o p l e t oa c c e p ta s t a t i co rd e c l i n i n gst a n d a r do fl i v i n gi nt h ed e c ad e s imm e d i a t e l y a h e a d ,a d o p t i n gan e n t i r e l yn ew con c ep to ft h eq u a l i t yo fl i f e ,sot h a tt h e p e o p l e so fo t h e rp a r t so ft h ewo r ld m aybe n e f i tmo r e abund a n t l yf romt h e e a r t h ' sf i n i t er e s o u r c e s . W i l l w ego t ow a ro v e ro i l ? W i l l w es h a r eo u r abund an c ew it ht h o s el e s sb l e s s e d ? ~ You r su c c e s sw i l lb ed e t e rm i n e dn o tby t h ee l e g a n c eo fyou rr h e t o r i c b u tby t h et a n g i b l econ s equ en c e so fyou re conom i c ,s o c i a l ,andp o l i t i c a l d e c is i o n s . [ �.. ~. I f-.. , . r -. 1 ~ ��, 11'"1...JL.--...cr-.../ ~ �t ol i f e l o n gl e a r n i n g . I si t t o omu ch t oe x p e c tt h a te n t e r i n g f r e s hm e ns h o u l dr e c o g n i z et h a tt h e ya r el a u n c h i n ga p r o c e s so f l e a r n i n gt h a tw i l lb el i f e l o n ga n da r e l a t i o n s h i pw i t ht h ea c a d em i c commun i tyw h i c h s h o u l db ec o n t i n u o u s ,t h a tu n d e r g r a d u a t es t u d e n t s s h o u l db ec o n s i s t e n t l ye x p o s e dt of a c u l t ym emb e r s ~ a r er o l e - m o d e l l i f e l o n gl e a r n e r s ,t h a tcomm en c em en ts h o u l db ee x a c t l yt h a t s im p l ya t h r e s h o l dt oc o n t i n u i n ge d u c a t i o n ? A sa s o c i e t yw e h a v e b u i l ta g r e a ti n d u s t r ya r o u n dt h ec o n c e p to fe s t a t ep l a n n i n g ,b u t t h e s ee l a b o r a t ep l a n sa r eim p l em e n t e do n l ya td e a t h . Why n o ta c om p r e h e n s i v ea p p r o a c ht ob u i l d i n ga ni n d i v i d u a lp l a nf o rl i v i n g f o rl i f e l o n gl e a r n i n ga n d gr ow t h ,r e f l e c t i n gt h el a t e s tn o t i o n so f t h es t a g e so fa d u l td e v e l o pm e n t ,i n c o r p o r a t i n ga ni n d i v i d u a l ' s p e : c s o n a lv a l u es a n d goa l s ,a n dr e p r e s e n t i n ga t o t a l l yc om p r e h e n s i v e a n dr e f r e s h i n g l yn ew a c c omm o d a t i o no fi n s t i t u t i o n st ot h ei n t e r r e l a t i o n s h i p sb e tw e e nw o r k ( p r o f e s s i o n ,c a r e e r ) ,f am i l y ,l e i s u r e , a n dl e a r n i n g ?\ 5 ~ ~~ ~ . . ~ ~ ~ ~~ ~~~.~ ....... . . { �And f i n a l l y ,t h a tt h i r dt h o u g h t b ei n v o l v e d . E f f e c t i v e d em o c r a c yr e q u i r e si n d i v i d u a li n v o l v em e n t . Au n i q u ei n g r e d i e n t o fo u r Am e r i c a nw ay o fl i f ei sv o l u n t e e r i sm ,t h o s et h i n g sw h i c h i n d i v i d u a l sd ov o l u n t a r i l y ,b e c a u s et h e yw a n t t o . } 1 a r g a r e tM e ad h a so b s e r v e d : "W el i v ei na s o c i e t yt h a ta lw a y sh a sd e p e n d e d I on v o l u n t e e r so fd i f f e r e n tk i n d s s om ewho c a n l g i v e mon ey , o t h e r swho g i v et im e ,a n da g r e a t m any who f r e e l yg i v et h e i rs p e c i a ls k i l l s , f u l l t im eo rp a r t t im e . I fy o ul o o kc l o s e l y , y o uw i l ls e et h a ta lm o s ta n y t h i n gt h a tr e a l l y m a t t e r s t ou s ,a n y t h i n gt h a tem b o d i e so u r d e e p e s t comm i tm en tt ot h ew ay hum an l i f es h o u l d b el i v e da n dc a r e df o r ,d e p e n d s on som ef o rm -m o r e o f t e nm any f o rm s o fv o l u n t e e r i sm . " T h i sf a c tg i v e sa d i s t i n c t i v e l yhum an eq u a l i t yt ol i f ei n Am e r i c a . I ' l l s u g g e s ta t o p i cf o ry o u rn e x tr a ps e s s i o n : - "T h e s i s :~ ar e a ls e n S e. t h em a rk o fa p e r s o nI s l i f ei s _ _ d e t e rm i n e d ,a b o v ea ll ,b yt h ew ay s i nw h i c h l e i s u r et im ei ss p e n t . " Ie n c o u r a g ey o ut ob ei n v o l v e d v o l u n t a r i l y p r o v i d i n gl e a d e r s h i p i ny o u rp r o f e s s i o na n di ny o u rc omm u n i t y . �v JO u a r ej u s t now b e g i n n i n ga n ew c h a p t e ri ny o u rl i f e Nofe s s i o n a l adu c . and . on e f ~ . 1 .S 1 . n gU 1 .S 1e a n en t r a n e You a r eb e n e f i c i a r i e so fa c omm i tm e n tb y Am e r i c a t ot h eim p o r t a n c eo fe d u c a t i o na n dt ot h em a k i n g o f e d u c a t i o n a lo p p o r t u n i t i e sg e n e r a l l ya n db r o a d l ya v a i l a b l e . I t i sc l e a rt h a tr ea l e a r n i n gs o c i e t y e d u c a t i o ni st h em e a n s b yw h i c h W e a w e b o t ha c c om p l i s ha n da c c omm o d a t et oc h a n g e . L e a r n i n gi sf o rl i f e ,i na l li t sf a c e t sF o rc a r e e ro rp r o f e s s i o n , F o rc i t i z e n s h i pr e s p o n s i b i l i t yi no u rd em o c r a c y , F o rf am i l yr o l e s , F o rl e i s u r ea v o c a t i o n , F o rs e l f f u l f i l lm e n ti na ni n c r e a s i n g l yc om p l e xw o r l d . L e a r n i n gi sl i f e l o n g ,f r omt h ec r a d l et h r o u g ht h etw i l i g h t y e a r s . I ti st h i sd im e n s i o no fy o u re d u c a t i o nt ow h i c h i n s t i t u t i o n so fh i g h e re d u c a t i o nf i n di t m o s t d i f f i c u l tt o ~~ a c c omm o d a t e . Iu r g ey o u , s a pa r . tO E you " . es i e n a ap a t t e r no fs t u d ya n di n t e l - ~ l e c t u a le x p l o r a t i o nw h i c h ap a r to fy o u r l i f e s t y l e ) a n de n s u r ea l i f e l o n gi n t e r a c t i o nb e tw e e n w o r k , l e a r n i n g ,l e i s u r e ,a n d famiLy .c . , ~ do...!> I f ~ ~ . (~ ~ ~ . ~ ~ ~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1978-05-16_RMawby_SPE Title A name given to the resource Russell Mawby speech, Excellence Throughout Life Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 16, 1978 for the W. K. Kellogg Foundation at Michigan State University for commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1978-05-16 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4b27e6fb0fac4ed2cd1972e0e2ff2e20.pdf 9da353ffe25068cfc1277dacdcefbc3b PDF Text Text •• Focus on the Future: Creating Caring Communities Remarks by Russell G. Mawby at the Grantmakers/Grantseekers V Seminar Hyatt Regency Hotel, Dearborn, Michigan May 14, 1993 I. I am delighted to be here with you for Grantmakers/Grantseekers V (or as we affectionately refer to it "GG V".) I commend our Program Committee for the theme selected for this year's seminar: Communities." "Focus on the Future: Creating Caring This theme so clearly reflects happenings and trends of today. I commend them also for the topics of the breakout sections and the superb resource people recruited for each. And we are fortunate indeed to have Dr. Samuel Betances of Northeastern Illinois University with us to begin our afternoon session. We appreciate also the various sponsors and the exhibitors who have cooperated with our Program Committee to enrich this year's seminar. Many of us here were at Grantmakers/Grantseekers I in Novi. The theme that year was "Improving Michigan's Nonprofit Sector." We are grateful indeed to those who had the vision and energy to �initiate the Grantmakers/Grantseekers series. I think particularly of the sponsoring groups: the Council of Michigan Foundations with the leadership of Dorothy Johnson, its president and the late Dr. Peter Ellis who was with the Kellogg Foundation and was, at that time, a loaned executive with CMF; and the three Michigan Chapters of the National Society of Fund Raising Executives, under the leadership of John Lore. We are the continuing beneficiaries of their leadership. Last evening, someone had the audacity to ask me if I would be giving the same speech today that I gave in 1989. I confess I did get the speech out to see what I had said back then and I would quote briefly from the beginning section: " I am delighted to be here on this historic occasion, the first statewide meeting between Michigan's grantmakers and grantseekers. It took vision on the part of both groups to see that the moment was right -our thanks to the three Michigan Chapters of NSFRE and to CMF for their leadership. 2 �"The word 'historic' was not used lightly. Despite the close working relationship between grantmakers and grantseekers, there has been too little meaningful communication between us as groups. It is time we get to know each other better. Why? Simply because we need each other. 1. Without the do-ers, the givers are powerless to effect social change. 2. Without the givers, the do-ers lack the resources they need to carryon their activities to improve human well-being in respective areas of concern. 3. Thus, we are collaborators in mobilizing private resources to improve the quality of life for all Michigan citizens. "This spirit of collaboration should underlie everything we say and do -- here, and throughout the year." 3 �Lots of things have happened in the nonprofit sector since then, at least in part because of the Grantmakers/Grantseekers meetings. I will mention only two. First is the creation of the Michigan Nonprofit Forum, bringing together grantseekers and grantmakers on a permanent basis and in a systematic way. The Michigan Nonprofit Forum's mission is "to promote the awareness and effectiveness of Michigan's nonprofit sector, and to advance the cause of volunteerism and philanthropy in the state." In pursuit of that end, the Forum, as a membership organization, exists for the following purposes: 1. To act as a convener, bringing together nonprofit leaders, as well as the leadership of the government and the private sectors, to increase understanding of the nonprofit sector, confront common issues and concerns, and promote collaboration; 2. To encourage voluntary giving and service; 4 �3. To disseminate information important to defining the sector -- its scope and values, meeting the management/technical needs of organizations in the sector, and fostering communication and collaboration in the public, private, and nonprofit sectors; 4. To take an active role in public policy that affects the nonprofit sector at large; and 5. To provide programs and services that enhance the sector by strengthening organizational capacities. While the Michigan Nonprofit Forum is a very new organization and is gradually taking shape, it will be increasingly important for nonprofit organizations in our state and for the people of Michigan. MNF had an excellent Board meeting yesterday with a full representation of the nonprofit sector; we are delighted to have in place our new executive director, David Egner; and plans for the future in the 5 �programming and policy areas are taking shape. The Forum, of course, is now the sponsoring organization for the Grantmakers/Grantseekers Seminars. A related activity is the Campaign for Volunteerism, so ably chaired by Governor George Romney. Governor Romney always uses the title "Honorary Chairman," but we indeed have a very hardworking chairman working effectively with three cochairpersons: First Lady Michelle Engler and former First Lady Janet Blanchard, making the volunteerism initiative truly bipartisan; and Frank Popoff of Dow Chemical Company in Midland, representing business and industry. The public service announcement clips which we saw earlier this morning are only one example of their initiative to encourage volunteerism and create Volunteer Centers throughout the state. We are grateful indeed to you, Governor Romney, for your leadership and for the inspirational example you provide for us all. 6 �And so, it is in that context and shared commitment that we meet today in GG V, with the theme: "Focus on the Future: Creating Caring Communities." II. In thinking about what is happening in contemporary society as it relates to our individual communities, I was tempted to begin with a list of concerns not unlike the agenda of topics being addressed at this conference. However, I feel it would be presumptuous and inappropriate for me to propose a long cafeteria list of issues around the topic o f ' Creating Caring Communities. You are knowledgeable about the concerns in our country, in our state, and particularly in your home communities. So instead, I have chosen, in broad overview, to share five observations about things going on in our society, for which the implications for nonprofits and nonprofits leaders -professionals, volunteers, board members, etc. -- are rather apparent. I will be speaking in short-hand, leaving the 7 �interpretation and translation to you. I hope the meaning will be clear and you will see your community and yourself in illustrations I suggest. Observation 1 concerns the seeming return -- shift back -to local responsibility and control in addressing societal needs. For a span of about 6 decades -- from the "progressive era" at the turn of the century to the late 1960s, and particularly beginning with "the New Deal" in the decade of the 30s -- the federal government took an ever-increasing part in meeting the needs of the American people. In recent years, the trend has first slowed, then seemed to reverse. Increasingly, state and localities are being called upon to deliver services and provide benefits to people at the community level. This fact poses problems for all states and localities. This puts pressure on the tax system, especially, to raise revenues to cover increased state and local expenditures. While responsibility seems to have shifted back to the community level, 8 �we know that most financial resources have remained at the state and federal level. Ultimately, a desirable consequence is that more problems are being identified and dealt with closer to home, and, as we all know so well, the answers usually lie not in dollars alone but in the increased involvement and commitment of people who care. Opportunities through the nonprofit sector are obvious: there is a desperate need to become more efficient and more effective in using limited resources and in mobilizing local leadership. Observation 2 concerns the seeming inability of our political processes and institutions to deal with significant issues in substantial ways. This is most vivid at the national level where Congress is struggling ineffectively with such concerns as fiscal and financial responsibility, health care, foreign affairs, child care, farm programs, support for the arts, energy policy, environmental quality ... the list goes on. 9 �In Lansing, while there has been some progress, our state politicians are equally ineffective on matters of school finance, our state budget, Worker's Compensation, correction, human services, and a host of other concerns. At the local level, you can make your own analysis of effectiveness in dealing with human services, environmental concerns, and all the rest. Technology has changed the nature of politics and politicians dramatically. New techniques of sophisticated, instantaneous polling and the influence of mass media treatment of every issue and personality seem to have caused elected officials to become less the "leaders" of society and more the followers of herd instinct. There is a tendency to lead only when consensus has been reached, to wait to see which way the parade is going and then rush to its head. Other changes which have influenced the political process to society's disadvantage have been the proliferation of the number and the dramatic increase in skill of special interest groups of every variety and the concept of entitlement which has handcuffed political 10 �response to changing needs. Today, there are few in elected office who could be described as statesmen with vision, commitment, and a concern for the whole. Patterns of political power also have changed dramatically, with greater diffusion and less loyalty to party and purpose. One consequence of term limitation may be to further erode institutional memory and continuity and enhance the influence of bureaucratic structure and special interests. The net effect of all of these change has been the lessened ability of government at all levels to be a source and catalyst for social change. This, then, ·suggests an enhanced potential role for initiatives in the nonprofit sector to demonstrate new answers to societal needs, to initiate ventures, to provide the vision and comprehensive approach which the political fails to provide. Observation 3 concerns the persistent reluctance to face facts and deal with reality. This is a somewhat human 11 �characteristic -- a resistance to change, when we are comfortable with that which we know. Sometimes, even when the evidence is overwhelming, both individuals and their institutions are reluctant to respond. It is a truism that "in most areas of human concern, we know better than we do." Think only of the areas which may be of special interest to you: substance abuse, K-12 education, health care, the environment. For example, if we think of child development in the early years, we know that age five is too late for societal concern and intervention, yet most youngsters ·and most communities lack comprehensive early childhood and pre-school programs of high quality, except as provided by family, which mayor may not be sufficient. The evidence is clear that the elementary years are most important and that drop-out can really be predicted by grades six or seven. Yet, we persist in accrediting our schools at the high 12 �school level, starving the elementary years whenever resources are limited. Every teacher will tell you that it takes the first three months of the new school year to catch up to where students were when school ended in the spring, yet we persist in having a three-month break in learning during the summer months -- a school-year model established by an agrarian society nearly two centuries ago. In the matter of penal reform, the Governor of Pennsylvania commented not long ago, "It costs $24,000 a year to keep a person in the state pen, but only $8,OOCY"a year at Penn state." We, as a society, through our institutions and organizations, must put to better use that which is already known. Nonprofits can be a key catalyst to making this happen. Observation 4 concerns the dichotomy between the nature of the problems which concern us and the solutions we devise. The problems of concern to society tend to be complex, multidisciplinary, overarching, penetrating, and permeating. 13 �Each of us can make our own list -- national debt, K-12 and higher education, home care for the elderly, environmental quality, job generation, peace. To the contrary, the solutions most often devised to address such issues tend to be narrow, discipline- or professionoriented, biased, simplistic, and inadequate to the task. A major contribution of nonprofit organizations in addressing societal need can be to encourage and demonstrate programs which are comprehensive, collaborative, and provide continuity and caring. (The 4 CiS) That leads naturally then to my fifth and final observation which concerns the persistence of "turfism" in addressing societal needs. Usually programs of human service are badly fragmented and lack continuity. In Battle Creek, for example, we have 67 identified voluntary, nonprofit groups directed to the needs of youth. Pluralism is good; competition can also be healthy; but infighting, adversarial stances, and combative behavior are not! 14 �The clearest example in our home town was in health care, where we had two hospitals, virtually across the street from each other, each suffering from less than 50 percent occupancy. In addition, we have the usual host of other health care organizations -- Visiting Nurse Service, Department of Public Health, American Red Cross, Hospice, Meals on Wheels, voluntary ambulance services, and many more. Unhappily, while each is composed of intelligent, able, dedicated, and well-intentioned individuals, each also tends to address issues from the perspective of their organizational or institutional objectives. Each is concerned with their own niche, too often not sensitive to the activities of others and with insufficient attention to the comprehensive health needs of the people of the community. In Battle Creek we finally succeeded in getting the two hospitals to merge. Now we are in the process of getting the other players to join the team. 15 �Again, a challenge for nonprofits is to be an influence in bringing about services which are comprehensive, collaborative, and continuous. John Gardner, one of the most thoughtful and visionary leaders of our time, is now focusing his attention on community. At the CMF Conference last fall, he addressed the topic "Building Community." Dr. Gardner began his remarks as follows: "The disintegration of communities and the sense of community has gone about as far as it can be allowed to go, and I foresee a strong movement to regenerate communities. I am familiar with the rule that if you think things are getting better, you've probably overlooked something. And I am sufficiently considerate of you as an audience to recognize that you are accustomed to gloomy pronoses and an optimistic view could throw you seriously off balance. But there it is. We're moving back toward community -- community incorporating diversity, open, pluralistic, but still community." 16 �Dr. Gardner suggests the following ten ingredients as essential to a healthy community. 1. Wholeness Incorporating Diversity (Probably the greatest challenge confronting the generations assembled here plus our children and grandchildren. 2. A reasonable base of shared values. 3. Effective internal communications. 4. Caring, trust, and teamwork. 5. Participation. 6. Affirmation. 7. Links beyond the country. 8. The development of your people. 9. A forward view. 10. Institutional arrangements for community maintenance. Dr. Gardner, throughout his discussion of community, always emphasizes: "We, the people ... ", reminding us that people at the community level must take responsibility for their own future. 17 �This is not something which can be left to elected officials or anyone else. What a comprehensive, visionary, challenging agenda for all of us concerned with communities, where life is really lived. III. In conclusion, as we focus on the future, can we really say we, in our multiple and various roles, are working to create caring communities? The hard reality -- or the exciting fact -- is that all of us here, individually and collectively, will make that determination by our decisions and actions. We may be passive and reactive -- or we may be creative and participatory. While we are continually concerned with dealing with problems and addressing shortcomings, we need to keep these troublesome concerns in perspective. For example, we read a lot about the problems of teenagers today, but most teenagers do well-- most are not on drugs, they do not get pregnant, and they do not drop out. 18 �At the same time, there are pressing concerns which must be addressed. It is to such issues that much of our thought and resources must be directed. We, in the nonprofit sector -- whether a paid staff professional, a board member of an organization, or a volunteer working to provide services -- must be responsive to changing circumstances and opportunities. Most of the significant new directions imperative to our societal future will not be charted by government. In fact, many elected officials are almost desperate for better answers, proposed solutions to perplexing issues. We in the nonprofit sector must continue our tradition of innovation, nurturing creative collaborative approaches to human concerns at the community level. We must provide leadership to enhance the resources in our communities and ensure their most effective use. 19 �We in Michigan have a great tradition of social concern. We in the nonprofit sector -- and those who have preceded us -- have been important partners in this progress. There is unfinished business demanding the best efforts of all of us! Godspeed! 20 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1993-05-14_RMawby_SPE Title A name given to the resource Russell Mawby speech, Focus on the Future: Creating Caring Communities Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 14, 1993 for the W. K. Kellogg Foundation at the Grantmakers/Grantseekers V Seminar. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1993-05-14 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/aa21c9bf75d8fe008cc6e3352f12a2d3.pdf 080ac7e9e09d65826ee8f3608798fad0 PDF Text Text FOUNDATION CHALLENGES AND OPPORTUNITIES ON THE LEGISLATIVE SCENE Russell G. Mawby Chairman, Council on Foundations' Committee on Legislation and Regulation and President, W. K. Kellogg Foundation Clearinghouse for Mid-Continent Foundations Kansas City, Missouri June 15, 1981 I. Introduction I am delighted to be with all of you this afternoon and appreciate the invitation from Marjorie Allen and Linda Hood Talbott to talk about the legislative activities of the Council on Foundations. I will center my comments around the changes which have occurred between foundations and government during the past decade. Specifically, I view today as a time of particular challenge, and opportunity, for further improvement in, and definition of, the relationship and roles of private philanthropy and the public, governmental sector. �2 The area associations, like your own Clearinghouse for Mid-Continent Foundations, will have a crucial impact on how successful we will be in that effort. II. Philanthropy in Kansas City I am particularly pleased to be in Kansas City. Yours is a very special example of how a city can go about a major revitalization that is far sighted, comprehensive and long term in focus. I am familiar with the "Prime Time" campaign which Kansas City leaders launched in the early 70's as a way to promote national awareness about a new and progressive Kansas City. Your new international airport, the Crown Center development, Truman Sports Complex, the new Kemper Arena, and the new performing arts center at the University of Missouri-Kansas City are all indications of that civic pride and achievement. �3 On several occasions, I have read through the History of Philanthropy in Kansas City published last fall by the Clearinghouse for Mid-Continent Foundations. The Clearing- house, the Greater Kansas City Community Foundation, and Linda Hood Talbott, as editor and publisher, have put together what I consider the most comprehensive, interesting, and enlightening profile on philanthropy in one city ever published. What impressed me about the History of Philanthropy in Kansas City was that private giving has flourished in Kansas City with relatively few large family fortunes, but extremely broad community philanthropic support. I wish I could say, as its president, that the W. K. Kellogg Foundation also has been a major contributor to civic efforts in Kansas City. However, our grants in Kansas City over the years have totalled a relatively �4 modest $700,000. Kellogg has made grants to a number of your hospitals and colleges for various projects. The Foundation's single, major impact locally [if one equates impact with dollars] has been its support of your Kansas City Regional Council for Higher Education (KCRCHE). We have provided well over $500,000 to KCRCHE during the past decade to help it improve and coordinate educational services, and faculty development, among member institutions of higher education in the Kansas City region. More important and instrumental than the programming initiatives in Kansas City of any national foundation, I suspect, has been the work of the Kansas City Association of Trusts and Foundations over the past 30 years and at a sum of some $19 million in grants for local initiatives. It is particularly fitting that this afternoon's session is being held in a conference area named after Arthur Mag, �5 who established the Association. His work and that of Homer Wadsworth as its executive director for many years are recognized nationally. The Association has been a model for how relatively small private trusts and foundations can pool their resources in order to employ professional staff and at the same time maintain control over their own funds. Today you are once again taking the lead through the Clearinghouse in providing a model for better services to grantmaking organizations and to grant seekers. I know that the Clearinghouse is the only organization of its kind which provides joint membership on the national Council on Foundations for its local member foundations, companies and banks. I am also aware of the role which the Clearinghouse has played in the incorporation of the new Greater Kansas City Community Foundation . There is little doubt that area associations like the Clearinghouse will have an increasingly larger role in �6 fulfilling a variety of functions to both grantees and grantors. There are now some 1500 foundations, businesses, corporations, banks, and other institutions that make charitable grants which have joined together in associations that relate to a city, a state, or a multi-state region. These cooperating area associations are linked at the national level with the Council on Foundations to engage in a range of joint actions and programs . III. The Changing Philanthropic Climate Since TRA69 Let me turn now to the legislative scene. We have come a long way in changing and improving the philanthropic climate since those troubled times before and immediately after passage of the Tax Reform Act of 1969. The growth in the number and activities of area associations of grantmakers, as well as the strengthened role of the Council on Foundations at the national level, are part of �7 a general awakening during the past decade to the need for improved services to grantees, and a more unified approach to enhancing general public understanding and support for the role of private philanthropy in our society. The Council on Foundations t its members t and the area associations have worked together to achieve significant legislative success in correcting several of the most damaging aspects of the Tax Reform Act of 1969. In 1976, they secured reduction in the private foundation payout requirement from an escalating 6 percent to a flat 5 percent, or all of income. We know now that if the escalating 6 percent payout requirement had remained in effect--and as you may recall it was tied to fluctuating interest rates of U.S. Treasury Bills--it would have created havoc with foundations in terms of their ability to carry out rational investment policy. That escalating type of payout requirement would also have forced many �8 foundations to further deplete their assets in the recent years of high inflation. In 1978, private philanthropy was also successful in securing passage of legislation which reduced the excise tax levied against private foundations from 4 percent to 2 percent. There have been other examples of success in forestalling potentially damaging Internal Revenue Service interpretations of the 1969 Tax Reform Act; for example, relating to pre-1969 business holdings of foundations and lobbying restrictions on non-profit organizations. IV. Recent Legislative Developments In spite of these accomplishments there was recognition in 1979 that the Council on Foundations' growth required a more systematic approach to legislative issues. Consequently, the Council's Board of Directors in late 1979 established �9 an ad hoc committee on legislation and regulation, under the chairmanship of Jean Hennessey, executive director of the Charles Butcher Foundation. In that year, HR4753 was introduced by Congressman Bill Frenzel of Minnesota to eliminate the requirement that foundations payout adjusted net income above the 5 percent minimum investment return. However, no action was taken on the bill. The new ad hoc legislative committee early in 1980 agreed that: * Its membership should be expanded to include more representatives from community and corporate foundations; and * That the Council on Foundations should adopt an affirmative, and active, posture regarding public policy supportive of private initiative for the public good. �10 Shortly thereafter the Council also adopted the recomrnendation that the Committee on Legislation and Regulation be a standing committee. In May 1980, the Committee held legislative hearings at the annual Council on Foundations conference in Dallas and invited all members of the Council to complete and return a short opinion sample which identified members' legislative concerns, issues, priorities, and opinions. At the same time the Committee asked private foundations to complete a more lengthy quest ionnaire. Basic statistical information was needed if we were to convince Congress to change other features of the Internal Revenue Code. Results of the opinion poll of all Council members spotlighted four legislative priorities: �11 * Permit taxpayers who do not itemize their other deductions to deduct gifts to charity (GephardtjConable, PackwoodjMoynihan Bill); * Eliminate the requirement that private foundations must payout income above the minimum investment return of 5 percent; * Allow deduction of gifts of appreciated property to private foundations; and * Establish a procedure to relieve foundations and managers of first-level penalty taxes for inadvertent violations of 1969 rules. The more lengthy questionnaire completed by some 243 private foundations showed that from 1977 to 1979 there had been a decline of 14 percent in the real value of �12 private foundation assets. This taken with other figures revealed that private foundation assets had declined by nearly 40 percent during the decade of the 1970's. The problem and the solution were clear. Private foundations must be permitted to reinvest income over 5 percent, in order to help insure their long-term grantmaking capabilities. The Committee on Legislation and Regulation recommended to the Council's Board, and the Board approved, a set of two immediate legislative priorities: One. To seek action by Congress to eliminate the requirement that private non-operating foundations distribute income earned in excess of 5 percent; and Two. To secure Congressional approval on a number of technical amendments to the Internal Revenue �13 Code, based on more than a decade of experience since TRA69. The Council's Committee on Community Foundations, and Committee on Corporate Philanthropy were asked to advise the legislative committee on any legislative and regulatory matters affecting their specific foundations. The legislative committee noted that community foundations would generally prefer that there be no support test and that their public charity status 'rest on their public characteristics--essentially the facts and circumstances tests that existed under pre-1970 regulations. It was agreed, however, that revisions in the support test for community foundations, and other federal regulations for them, should probably not be sought now in Congress. Changes in the community foundation support test may be a legislative priority in the future, if they cannot be resolved administratively through the Treasury Department. �14 v. Current Legislation As most of you know, legislation has been introduced in both the House and the Senate in this session which would eliminate the "all of Lnc ome " above 5 percent distribution requirement for private, non-operating foundations. HR1364 has been introduced in the House by Congressmen Conable, Brodhead, and Frenzel. Currently, this bill has 22 co-sponsors (of 35 possible) in the House Ways and Means Committee. On the Senate side, the bill is S464 and was introduced by Senators Durenberger and Moynihan. of the bills also include three technical amendments. Both One of the technical amendments would create an exception to current foundation recordkeeping requirements when total grants to a particular grantee do not exceed $10,000. Another would limit the definition of "family member"--for purposes of determining disqualified persons--to children and grandchildren of substantial foundation contributors; �15 , the other would allow foundations to rely on official IRS rulings recognizing the tax status of potential grantees. For example, a large grant from a foundation could cause the grantee to lose or be "tipped" out of its public charity status. The IRS has taken the position that a foundation is not allowed to rely on official IRS rulings as to the grantee's status, but must instead make its own independent and costly investigation of the grantee's financial resources to determine if the proposed grant would have that effect. HRl364 and S464 would correct this, a problem we have been pressing the IRS on, with no results, for eight years . Over past months, a number of Council on Foundations members, and area associations, "have been enlisted to contact their Congressmen in support of the legislation ,a n d to secure additional co-sponsorship of the bills in the House and Senate. �16 A hearing on the Senate bill was held by the Senate Finance Committee's Subcommittee on Taxation and Debt Management on March 30. I testified at that hearing on behalf of the Council as Chairman of its Committee on Legislation and Regulation. In addition, representatives from four national non-profit organizations testified in support of the flat 5 percent annual foundation payout requirement. Those testifying included representatives from the United Way, Girl Scouts of the USA, the National Conference of Catholic Charities, and the United Negro College Fund. Also testifying was John Chapoton, Assistant Secretary of the Treasury for Tax Policy. Chapoton said the Treasury Department had not yet taken a position on adjustment of the minimum payout requirement, but that Treasury opposed the technical amendments to the bill. We have since met with Chapoton's boss, Undersecretary of the Treasury Norman Ture, to ask his support of the payout change, and �17 to modify the position expressed by Chapoton in testimony before the Senate Finance Subcommittee. Ture is very knowledgeable about the foundation payout problem and we are confident that Treasury will support the payout change if it appears the legislation has a chance for passage. VI. Chances for Passage Currently, the Reagan Administration's tax reduction bills, known as the Economic Recovery Act of 1981, seem to be the primary vehicle for having the foundation payout bill considered in this legislative session. The payout reduction item might be "tacked on" to the tax reduction bill in either the Senate or the House. If so, such action would require consideration in conference committee. The Reagan Administration is adamantly opposed to any items being tacked on to the tax reduction bill, however. The payout reduction item would not be, unless the "flood �18 gates" are opened by other items being added--items which have larger constituencies and, frankly, are perceived as being more important. In the jargon of Capitol Hill, this is known as a "Christmas tree bill"--for the number of legislative "ornaments" being added. Those who should know say the tax reduction bill will not be considered until mid-summer and will probably remain clean . If the situation changes, we will be ready. As I mentioned, a hearing on the payout bill has been held by the Senate Finance Committee. We are working to also have the required hearing on the payout bill in the Select Revenue Measures Subcommittee of the House Ways and Means Committee within the next several weeks. If there is opportunity for the measure being added to the tax reduction bill, we will have completed the hearings and laid the necessary groundwork on both the Senate and House sides . �19 There is also the possibility that the payout measure might be considered on a second tax bill later in the session. A recent issue of the Congressional Index quoted Treasury Secretary Regan, in testimony before the Senate Finance Committee, as saying that if the Administration's Economic Recovery Bill is "kept clean" and passed by the August Congressional recess then the Administration would have a second tax bill ready to present by the time Congressmen get back from the recess. If that indeed turns out to be the case, the payout measure might be included in that next tax package. We don't know what other tax legislation will be considered later in" the year. The payout reduction might also become part of another, completely different piece of legislation in the fall. �20 VII. Support of Area Associations and Foundations The legislative process is complex and confusing, isn't it? Yet, much of what has been accomplished to date in getting the payout legislation introduced, and in securing Senate Finance Committee and House Ways and Means Committee support, has been the result of key Congressional contacts made by individual foundations, area associations and by foundation representatives serving on the Council's Committee on Legislation and Regulation. A two-day Council on Foundations workshop on legislation and regulation was held in Washington, D.C. in mid-February . It was attended by area associations--including those from California, Michigan, and the southeast--and large and small foundations from Florida, Colorado, Texas, and other �21 states across the country. It was the grassroots, personal contacts by representatives from these area associations and private foundations, both while they were in Washington and back at home, which helped insure that the payout reduction bill garnered co-sponsorship by a majority of Ways and Means Committee members in the House. It is here that there are very distinct roles for the Council on Foundations' staff, individual foundations, and area associations. The Council on Foundations office in Washington certainly can and should provide the staff resources to respond quickly to legislative and regulatory matters. The Council can help organize its membership for action, and, for example, for effective testimony before Congress and executive branch agencies. The Council can provide effective, current information to members on legislative developments. But in the final analysis, the Council must also rely �22 heavily upon the area associations and its individual foundation members if there is to be an effective legislative relations program for all of private philanthropy. It is the individual foundations and the area associations, working with their U.S. Senators and Congressmen, that determine whether a legislative program will be successful. Reliance on this type of "grassroots" legislative initiative has been the essence of our efforts to date. In Michigan, for example, we have what our statewide association calls the "Developing Goodwill Program." An individual at a foundation within each Michigan Congressional District is assigned to encourage and coordinate annual contact by trustees and staff from ALL of the foundations in that District with their local Congressman. That includes sending a copy of the foundation's annual report with a personal letter, sponsoring an annual informal luncheon �23 with the Congressman and foundation representatives, and other forms of ongoing communications and contact. I would urge you and the Clearinghouse to consider--if you have not done so already--the creation of a legislative committee to "thrash through" the issues I've described today, other needs which have been identified by your individual foundation members, and also those which are being discussed at the national level within the Council on Foundations and the Independent Sector. In the short term, the Clearinghouse also can, and hopefully will, assist on the payout legislation being considered in Congress. Both Senators John Danforth of Missouri and Bob Dole of Kansas are members of the Senate Finance Committee. Senator Dole chairs that Committee. In the weeks ahead, we may ask the Clearinghouse and its members to consider taking the lead in personal contacts with Senators Dole �24 and Danforth to explain, and seek the Senators' support on, the payout legislation. The current strategy is to continue to firm up support for the foundation payout bill on the House Ways and Means Committee and Senate Finance Committee. The Council on Foundations also will identify 30 or 40 Congressmen who are highly regarded by their peers within the Senate and the House. Individual foundations and the area associations will be asked to brief these Congressmen on the payout legislation. We would hope that ' t h e s e 30 or 40 key Congressmen will then be informed and ready to speak in favor of the payout measure if and when it is considered in the Senate and House as either part of the Administration's tax reduction program or as a separate piece of legislation. �25 VIII. Conclusion I would like to now throw the discussion open for your questions, about either the payout bill or the general legislative program of the Council on Foundations. In closing, however, let me say again how much I appreciate the invitation to be here with you today. My assistant at the Kellogg Foundation, Jim Richmond, is a native of Kansas City, Missouri, and a graduate of the University of Missouri at Kansas City. To hear Jim talk about Kansas City--as I frequently have to do~ ~one would think there is no place quite like, or as good as, the "City of Fountains and Boulevards", the American Royal, and, of course, the Kansas City Royals. You have a remarkable spirit and a remarkable tradition of civic pride, concern and betterment. I hope, and am confident, that the Clearinghouse for Mid-Continent Foundations, and its individual members, �26 also will work with others within the field of private philanthropy to insure that the tradition of private initiative, responsibility, and achievement so evident in Kansas City, remains equally a vital part of our national fabric, our national pride, and our national future. RGM-IH 6/8/81 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1981-06-15_RMawby_SPE Title A name given to the resource Russell Mawby speech, Foundation Challenges and Opportunities on the Legislative Scene Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given June 15, 1981 at the Clearinghouse for Mid-Continent Foundations to discuss the legislative activities of the Committee on Legislation and Regulation of the Council on Foundations. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Legislation Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1981-06-15 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/7fe313a7db7b0b6c28ca76e3cae73cd7.pdf 68fb604f9c7ee3c3da002cadbcfca5f2 PDF Text Text " FOmIDATI ON CULTI VATI ON, PRESENTATI ON, AND FOLLOW-UP" Rema r ks by Dr . Rus s e ll G. Mawby Pr e s i dent, W. K. Kel l ogg Found at i on a t the Boy Scout s of Ame r i ca 1979 Nat i onal Fi na nce Semi na r St. Louis, Mis s ouri Octob e r 12 , 1979 Th ank you v e ry mu c h , AI . of y o u t h is mo r n i n g. ~ene e OR I am d e l igh t e d t o b e wi t h a l l As Al no t e d , Sco u t i ng my li f e a n d I am p le ased ~~~~ h 35 had a Maje r aSl--- trl ~ ."l !UO L II i.ng to re p resen t a f o u n d ati on wh i c h h a s supp o rte d th e d e v e l o pme nt o f n e w pro g r a ms f o r y ou t h , i n c l u d i n g the Bo y Sc ou t s of Amer i c a, .t. v'e [~ ....--- --- \~ J, 6, d ec ~es . ~-~~~ ( ~ • ~ ~ ~.,. ~, \-.. v---- I arr iv ed i n S t . Lo u i s e a r l y y e ste r d a y af tern oo n i n ~-f)~ --~:! or d e r to h e ar Mr . Es t es ' c omme n t s o n th e fi. n a ncia l the Boy Sc o u t s of f~ e r i c a f u t u re of a nd b e cau s e I d id n o t wan t trave l lo gistic s to int e r f er e wi t h my h e a r i n g Re p r e s e n t a t i v e Ca ll ab l e' s c ommen ts thi s morn i n g o n ph i l an t h ro pi c l e gi sl at i on in t h e '80 s . Rep res en t at i v e Ca n a ble h as b e e n a c o n si st ent s upp o r te r of privat e ini t i ativ e and p h i l an t h r o p y j n ou r so c i e ty . }IR -17 85, o r the F i s h e r - Cona b l e Bil l, i s an a b s o l ~~ ess e n t i..aI - o f} �p iec eo f leg is l ation t h a t w ill do m uch to re s to r e inc e nti v es f o r charitab l eg iv i ng t h a t has be e n eroded as the g o vernm ent h M y ea r l ya r r i va l w as a ls op rom p ted by the desire t o persona l ly m eet a n d cha tw ith som e o fyou last n i ght , That 4DO t h ere a r e w e ll ove r~ sem in ar par t i c ipan t s , re pre s ent i n g mo r et h an 100 C oun cils f r om ~ . ~~ ea l'f u r r r i -an d poi f i ts in b e t w een -is a test i m ony t ot h e i mp o r tance w h ich eB oy S cou t so fA 'TIerica ,p la c eo nf i nanc ia l a ll of you, and th s t ew a rdshi pand pub lic tr u st, . , The fa ct t h at ove rtw o-th ird s of you are vol u n teer l e ad ers at t h e C o u n ci lle v el, i n c luding Counc i lp re s ident s , fina n ce vi c epresi d en ts, and financ e c h ai rm e n ,i sa ls o a rem ar k a bl etestim ony to y ou r ow n comm i tm ent o ft i m e and e f f o rt to B oy S cou t s and t oyour pa r t n e r s h i p~ n w o r k in gw it hthe S c o u ts! p rofessio na l s t a ff m em b e r sa tb ot h t h e C oun c i l and na t iona l le v e l s , �On e o f the m ost i m pressive aspects o fS c o uting has l o n g be e ni t s em p h a si son v olu n t e e r lea d e r sh i p an d on a in ~a i n ir ah i gh r a ti oof adu lt vo lun t eer st o ~ th a ttoday fi n d s mo r ethan one and h alf m i llio na d ult It i sa t r a d i t i o , a d ers w o rk ing wi t h the m e than t h r e ea n dah al f m il l i on le you t h in Sco u ting. i nt e r ~ is th is s t ro n gp rivate c i t i ze ni n v o l vem e n t -- o f financ in g , operation , an d pr o g ramm ing -- t h at ha sm ade s c o uting s u ch a c e n tr a l pa r t of t h e Am e ri c a ne ~ ..., II M y a s s i g n ed top i c th i sm a r P r es e n t a t i o n, a n d Fol l ow -up" ~ ~. " - ~ / 'C . . . . . . . for o ver 75 years. ~ i s" eri~ ~~~ ~ n d a t ~ n. e -U - l t i v a t i o n, - ~ ~~ ~ ~ J J1 -' ! b othA n dP a u l l Aymond a Da v i s suggested that I focu s on gu i d eli n es \oJhic hY .Q .1L . .might u s et oachi e ve f a v o r a b l e co ns i der a t i o n by f o u nda t i o n sof l o c21 C ounci lfu ndi n gproposa ls . C er t ai n l y th ere ha s been a o s ea n ds u p p o rt i ve r e l a tio n sh ip be t w ee n Sc o ut i n ga n d cl f o und atio n s, ex t e n d i ng a l l the w a y bac k to L ee H a n m e r of t h e R usse l lSage Foundation se r v ing a s se c ret a r y of t h ef i r st �o r g an ization co mmi t t e e of t h e B oy Sco u ts o fAmerica in 1910. r The f o u n d e ro f Scou ting, B ri t i sh arm yo ffi c e rand Iauthor Robert I c ribed how he d ec i ded B a d en -Pow e ll in 1906 des to r e wr i t ef o r boys h is m ilitary book A ids t oSc o u ting and t or e f o c u st h ebook on you th tra iD ing. B aden -Pow el l enj o yed te l l i ng t h esto ry of the B ritish br i gad ie rgen era lwho wa s r i d ing hom e from m ilitary m a n euv e r s w hen f r o mt h eb r an c he s o fa t r ee overhead he hea r dh is young son ca ll o u t , "Fat h e r , I ami nambus hand you h a ve pa sse dm e w ithou t see ing m e. R em em ber, you s h ou l da lways lo ok up as w el l a sa r ound you!tl Ba d en-Pow e l l obse r v e d that t h is i n c iden t opene dh is ow ne y e s t ot h efac t that tra in ing ot h er si nt h e sk il l s of obser v ation a r rd d e d u c ti o n has g rea t e d u cati o n a l va lu e . I tis st i l l t o d a ya cen tra lp a r t of S cout i n g . I m ight summ a r i z e th i s mo rn ing b y suggesting th at you u s et h 2 s esam eS co u t i ng pow e r s of ob s e r v a t i on and d educ t i . on i nyour approac h es to s e e k i ng f o undation s u ppo rt -- o r 'i n e v e n few er w o rds -- tha t you co nc e n trat eon th eS couting ~ �c r e d o "B ep repa r ed." ~ B y tha t, I m ean be p r ep ar e dby ha v i n g a gene ra lunde rs tand ing about p ri v a te fo unda tion s in our s o c i e t y, and m o re s p e cif i ca l ly , the ro le o fp riv a t e foundat i on s ~ you r ow n co mm un ity . W h e n the w o rd "foundation " is m e ntio n e d, t h e instan t r e a c t i on is t ot h i n kb i g: F or d , R ock e f e l l e r ,Jo h n son, M el l o n ,K res g e, L i lly, p e r haps even K e llogg. T hese a r e h i g h l y vi s i b le f o unda ti o ns w ith l a r g ea s s e t s ,s u bs t ant i a l a n n ua l expen d i t u res, pr o f essi o na l s t aff s, and na t i o n a lor in terna tiona ls p her e so fa ct i v i ty . Ye ton l y 38 f o u ndat i o ns ha v e as s et sof $100 m il l i o no rm ore. W e ne e d to rem ind o ur s e l ve st h a t 9 0p ercen to ff o u nda t i o ns -- o rs o m e 2 2 , 5 0 0 -~.~t..-.-~ h a v ea s se t sof l e s sthan $ 1 m illion. • ~ . ~~l -r ~ ~ e agg rega te cap ita l res o ur c e so f al lfounda t i o n si s a b o u t $27 b i l l i o n . T he i r inv e stmen t por t f o l i o sp r o d u c e s ome t h i ng sligh tly over $2 b i l l i o ni ni n c o m e -t h eba si s f o rg r ants m ade by f o u n d a tio n s. The s efi g u r e s still s e Em la r g e and im p r e s s i v eu n t i lt h e ya r epu ti n t ope r s p e c t i v e , �f o r examp le in r e l a ti o nt ofed e r a le x p e nd iture s. To il l ustrate t h i spoint, t h et o t a lca pita la s sets o ff o un dati o ns ,o r the $27 b i l l i o n ,i ss l ight l yle s st h an the amount spen t by t h e U .S. D epart m en to fH eal t h, Ed ucation, and W elfare in j u st a 0 Jc .\C..F-"7 ~ : (J-c?W "? ~ ~ s i x-m o n t h per i od . B u t wh il epriv at ef o undat i on resource s a r er e l a t i v e l ysm al l ,p r i va te g r an t do llars very o f te n ar e c r i t i c a la n dc ata l y t ic in pro vid i n gf o rex peri m en tation, r e d i r e ct i on ,a n dc h ange bo t hi ns o ciet yand i ni t s nonprofi t o r g a n i zatio n s . I tm ay be u sefu lt o i /a ~f n d at i n s ~ r e t brie f l y on the n7 0f a basi sfo ro u r exp lo r a t ion of t h eir r o l ei nre l a t i o ns h i pt oy o ur s p e c i fic ~lnc il ~e e d s . B roa dl y , ~------- -- --- - - t h e r ear efi v ec l assi f ic a t io n s of p r i v a t ef o unda t i o n s . I am s u r ey o u ca n id e n t i f y exam p l e so fe a c hI ny o u r own ex per i enc e o rg e og r a p h i c loca l i t y . 1 . The fami l yfo u ndati o n ,t h ep h ila n t h ropi cm echan ism f o rc h ar i t a b l eg i v i n gb ya s i n g l e fam i l yo rf a m i l y gr o up . �Mo s t fam il yf o u n d a tion s are re lat i v ely sm al l ,ha v e no p r ofe ss i o n a ls t a f f ,m ay li m i t t h e i rg r an ts t oce r t a in area so f i n te r es to r pu r p ose , and g ene r a ll yar el i m ite di nthe ir a phi cscope of act i v ity. geogr 2 . The c o mm un ity foun d ation, am e chan ismb y wh ich v a r i c u sd o n o r sc a ng ive t occ r nm unity p u r p o s e s . Th e CO lT lT I lUn it y f o u n d a t i o nh a si t s own b o a r do f tr st e e ~, ~ h a v e re s p o n s i - b i l ity f o radm in istrati o n of t h e funds p ro v i de d to it b y g i f to r be q uest . In i t sc h arter the ge o g r a p h i cscope o ft h e commun i ty f o u n d at i on ' si n te r e s t is p r es c r i b e d . 3 . The com pa n y-sponso red f o u n d at i on, t h e char i ta b l e anno fa b u si n e s s co r po rat i on. The p r o g r am a r ea so f in t e r e s t m ay b ep r es c r i b e da n d ver yo f t e ng ran ts a r em ad e t oconuuuni t i e s ~~ i nw h i c h t h ec o r p o ra t i o nca r r i e son i t sbus i ness a c t i v i t i e s . 4 . The spec ial pu r pose founda t i o n ,e s t a b l i s h eG by i n d i v i d u a l so rg r oups, w ith v er ys p e c i f i cp u r p ose si nm i n d . The s em ay re l a t et oresearc hi n t e r e s t ,p r o g r am activ ities, o rr e l i g i o u s purpos e s . ) �5 . The genera l-purpose found at i o n , w h ich h a s broad purpo ses, a n dw ithp r i o r i t i es es t a b lis h ed by boards of t r ustees on a co n tinuing basis i nresp o n s e to s o c ia lc h ange d . The s ea r et h el a rge p r iv a t ef o u ndat i on sm any of and nee w h ich you w il lre cogn ize -- Fo rd, R ockef e ll e r, and K e llogg. Th ey t e nd t ob e at least nat i o n al in te rm s of g e og raphic s c o p e of i n te r est . : g r a nt s ,wh il . / o I d e t erm ined by th e i rgov e r ning ( . . - I -- priva te fou n d a t i o n sm ake t h e ir own -.....-.... ~rn ~ r ~a s as ~ ~~~~ ~- -..-~~ h ou l da lso be not e dt h a t funding fo r indi v id u al s , It s f o rg e n e r a l operat i n g budgets, and f o r sc h o l ars h i p s, f e l low s h i p s ,and loan s is a v a i l ab le on l yf r o mr e l a t i v e l y~e\l f o u n d a t i o n s ,often w ith in spec i a ll i m i t a t i o ns . L - , 11 r~ Re g ar d l ess o ft y p eo r si z e ,f o un d a t i o n st o d ay r e c e i v e t \ .A -~~ m any t h o u s a nd s of w o rthy reque st s ,w h ich t h e ym u s t d e c l i n e e i t h e rfo rt h ere a s on t h at t h e r ea r en eV2 r enough f u n d st o go ar o u n d ,o rb e c a use th e re q u e s t sfa ll c l e a r l yo u t si d et h e f o u n d a t i o n 's fie l dof i n t e r e s t . O t he rapp licat i o n sa r e �poo r l yp r e pa r ed o rg ive l i ttle e v i d ence of care f u la nal y sis o ft h eo r gan i za t i o n's needs, its cred ib i l i ty ,o r its capacity t operfo rmthe t a s ks f o r w h ich f u nds are be i ng requested. Som eti m es the qua lifica t i ons o rp ro jec tstaff are no t w e ll t a b l ished o rt h e budge ta n d th em eans f o re v a lua ti n g es p r og r ess m ay no tb ep r ese n t ed con vin c i ng l y . JJ" tL . . . ~\- '-\~ ~ t~ . . ' L W ith f o unda t ion s t a f f ti m e lim ited, a nd t h ec o m pe tition - fo rs c arce founda t i o n dollars g r ow ing, a C oun ci ls h o u ld s t u d yt h o ughtf u l l y its ow n or g a n iza t ion an d th e charac t e r isti c s o f the fund ing s ourc e bef o re app l .y ing. Th eC oun cil s h ou l d : 1 . Know t h ef o undat i on' sa r ea of in tere s ta n d ob jec ti v es a n di t s capa city t og iv ea g r a nt i nthe amo u n t ne e d e d, 2 . Suhmi t on ly t h ose pro po sal sw h ich fa ll w i th i n the f o u n d c t i o n ' sareas of i n t erest and w ith in i t s m eans, «: ' : ~~ . ' ~~~ e~ ~. 3 . Q u e r y th ef o u n d a ti o n be f o re p r e par i n ga n ds u bm i t t i ng pr oposaL s, and : : : ' f- 4 . I fa gr a n tis m ad e , ma k e re g ular e v a l u a t i o n and o gr e s sr e po rts w pr ith a s u f f ic ie ntl yde t a ile de . o u n t i n g of foundati o nf u n d s. acc r= n I L - . .-v . , . .~ ' t-~- 7 endi t ~ e c d J l . ~ . J . . -! �~! _ .- ~ ~. ~ : es .. . . ~~ ~ ~ r . : ~ ~\ l ~ ~--- )~- :-.: ~. ~~.~ ~.~ ~ ~ . - ff il g h tb e fo llow ed ~-nt sever a le o r r e s=. ~ p o n A s ns L advi e e re g a rd ing the a ctual fa n d ing propo s a ls. n~, mo s t foundatio n s ar eprob lem - an d pe o p le - orie n te di nt h e ir r a n d are i n t eres t e di nprop o sa l s r an~ i n ~~ -"-~."\. ~ ~ j1 Tha tis w h i c h a r e si m i l ar l yc o nce r ned w hat p r ofes s i ona l p h i l ant h ro p hy i sa l l abou t. A t t h es a m e ti m e, e a ch foundatio f l i sd i f f e r e n ti ni t s approach t ot h eg r a n t m ak i n g pr o c e ss . Som e pr e f e ra p o t e n tia lg r a n t ee t oc o m p lete th ef o undat i o n ' s p r e p a r e df o rm ; ot h ers reque st a b r i e fle t t er o ut l i n i n g t h e p r o p o sa lh igh l i ghts fo l low ed b ym ore el a bo r ate p la n si ft h e f o u n da t i o n ex p r es s e s an in ter e st i npu r s u i n gar e q ue st. O t h e r f o u n da t io ns re q u i r ethe to t al p r o p osa l to be p r es e n t e d a tt h et im eo f th ei n i t i a lrequest. I t ' sa s~fe be t , as w e ll . ,t of o l l o wfive g e n e r a lp o j n t s i nw r i t i ng a l lp r 0 p osa l s fo rf o u n d at i o nf u n di n g : ( 1 )k . c ep t h e ritt~n p r o p osa l sho rt and c l e a r ;( 2 )s t a t e at t h e o u t s e tw ha ti sto be accom p lished, w ho e x p e c t st oa c c o m p l is h i t ,how mu ch i t w . ilI c o s t, a n d how l o n gi t w i l l t a k e ;( 3 ) /D �av o i d br o ad sw eep i n gg e neral i za t i on s; ( 4 ) test the p r o p o sition o no thers befor es u bm itt i ng it ;and ( 5 ) be prepa r ed to ( f\-.-~ <; 0',.) re t h i nk and rew rite the propos ~ al. ~ It is a l s o he l pfu lt oth i n kof a n yp r opo sa l i nt e rm s of it sba s i ccomp one nts: a c l e ar summ ar yof w ha tis t obe ac comp lis h ed; a de f e n s eof w h y the p l an i sn eeded; a de s c rip t i o n of t h e peop le t ob e invo lved; a r e a list i cfi n aTIci n g schem e ; a n d a de s crip t i o no f approp r iate o r gan iza t i o na lar r a n g em e nts, c i l le a ders h ip w ill b e fo r examp le how C oun par t ic u l a rpr o g ram . You m ay a s k, how do I go about d o i ng th is hom ew o r ko r be i ng s u f f i c ie nt l yp r epared in ~ app r oa c ht oa . ~ f n ~ a ti n ~~~~ My f i r . s tsuggestion wou ld b ef o r you to go t oyou rl o c a l l i b r a r yand ge t ac o p yo ft h ela t es ted ition o ft h eF o u ndat i o n D i re cto r y . Th e irec~ r is p u b l i s h e d by th e Found a t i o n C e n t e r , l o c ate di nN ew Yo r kC i ty , and i st h estan d a r d re f ere nce w o r k f o ri n f o rm a t i on on the 2 , 8 0 0l a r ge s tf o unda t i o ns in t h e U n i t e dS t a tes ; founda t i o n s w h ich h a ve re p o r t e d asset so f $1 / / �mi l l i on o rmo r eo rw h ich annua ll ym ake g r an ts o f$ 1 0 0 ,000 o r m o re . The D i re ct o r ya l so p ro vides v ery va luabl einfo rm at i o n r e gar d i n gt h ef i e l ds of in teres tof the s e fo u nda t i o ns, the ir l o cati o n by sta te and ci t y ,a n d abou t t h ei rtru stees and a d mi n ist r a to rs. I na d dition t opub li s h i ng th eD ire ctory, the Founda tion Ce n ter operates lib r a ries in N ew Yo rk a n dW ashi n g ton wh ich are open w i t h ou t c h arge t othe p u bl i ca n d co n t a in vi r tua lly al lthe p u b l i c reco r d sand pri n ted p u b l i c a tions r e l a t in gt o pr i v a t ef . oundat i o n s . S ixty c ooperat i n g co l l e ct i o n sin 44 sta te s are a lso open t othe p u b lic: ' Aca ll to t h e Founda t ion C en t e rin N ew Y o r kw ill gi v e you the loca t i o no f th e neare st reference c o l l ec t i o n . ~ M , ; ; '" f J . , .> -~ J l .a i. :-~ ~ ,)~ , - ~. ~ ~ ~~ \,--"- - ~ « t - ~_ " t t . ~ For example, usingone of thesecollections, you would ~~d t h a tt h eI , .K. Kel l o gg Foun d ation is ap r i va t eg ran tm ak i .ng foun d a tion t h a ts t r esses support or y ilo t pro jects w i t h in t h ea r eas of hea l t h ,e du ca tion, a n d agric u ltu r e-- a Foundation t h a tseeks t oapp ly e x i s ting know ledge in n ew a n d innova tive / c2 - ~ ' " : '+5 : -~ �w ay st oadd r ess s i g n ifica nt s o c i a lc o ncerns . B y using t h e re s o u r ces o f th eL ibra r y C enter o r its c o l l e c tio ns ,y o u c o u l dqu ick l y lear n-as I m enti o n e dearli e r-t h a tt h e K e llogg Founda tion ha s ha da h i s t orica l in t erest in s u c h p i l o tpro jects that add ress t h e problem sa n d pote n t i a lo f y o u t ha n d you th-se r v ing organ iz a t io ns . O u r f o undati o nhas m a d e gran t s to t a ling over $86 1 , 0 0 0 t oB oy S c o uts o fAmer i ca, inc lud ing pi l o tpr o j e cts t oexpand Boy Sco ut i n g in the co re ci t y ar e a so fm a jo r m et r o p o l i ta n c i t i e s i ~ Il l i n o i s, Ind iana ,I o wa ,M ic higan, a nd W isconsin. Y o u wO l i ld a l s o learn t h at th eK e llogg Founda t i o n has m ade tb , ; j o rg r a n t st oi t sl o c a lB oy S ma cou t C o u n ci lt oexpand e in ar ~ l ~~ ~ ~ s t \~~i i an. I na d d it i o n ,t h e K el l ogg Founda t i o nhas hi s to ri . c alLy m ad e al a r g ea n n u a l gra nt i ns u p p o r to ft h el o c a lU n i t e dW ay c ampa i g n ,w h i c h o fc o u r s ei nt u r nhe l p ss u p p o r tt h eo n g oi n g p r o g r am so ft h ea~ea noy S e o u e Counc i l . / .3 �There w ou l d be s o m e "pe r son al" b a dn ew s fo ryou i nt h i s ana l y s i so fK el l o gg Foundat i o ns u ppo rt, a n d mo st l i k e l y s i m ilar n ew s r e g a r d i ng the o ther m a jor na t ion a lo ri n ternat i o na l nda t ions. The bad new s is that t h e large found at i o n s fou usua l l ydo no t suppo rt the ongoingo p e r a tiona l pha ses of existing p rog r am s . w ith in ~ e~f~ o v t ~ ow n commun it i es. ~ m ake exc e p tions fo ro r g a n i zat i ons How ever, t h e ya r e m uch m ore e l yt os u p por tth e Boy Scou ts o fAm e rica at t h ena tiona l lik e l than t h e m o r e loca lized in itiatives of t h e ind i v i dua l lev C ounc i ls. . They a r e in teres t ed in inno\ a tiona n d ch a nge, and the dev e l opm en to f ideas a nd p r ogr a m s tha t n ~ t i nal o r i n t erna ti o n a l im pa c tand use. S o , my ce n t ra l m ess a ge t oyou t h i smo rning is th at, u n l e s s you h a v e a large gran tm ak ing founda t ion hom eb ased i n you rc cw n un ity, you focus you r hom ewo r k, your pow e r so f de d uc ti o na n d observation, o nt h eo t h e rtypes o f founda t i ons . For uh ile t h e fewb i gf o undations m ay b et h e m ost fam ili a r by nam e , and t h e m o s t new sw o rthy in vie vo f th em edi a ,t h e �"qu i e t m a jo rity" of th e sm all p r i va t e' foundat i on w or l d ar e c o ns c ie n t i ously pu rsui n g di v erse ac t iv i t i es w ith in your i n d i v idua l co mmun ities . A nd thr o u g h the peo p l eo f you r co r ru ,mn it i e s-large a n d sma ll ,i ne v e r y stat e-- and t oth e p r ' i v a t ev ol u n t a ry o rgani z at i ons and institu tion sw hi c h serve l o c a lne e ds , th e mod est co n t r ib u t i o ns of the s equ i e tfound a t io n s a r ev it a l indeed. e re s o u r c e s of the Foundat i o nC en ter, the U sing th f o u n da t i o n D irec to ry ,l o ca lpub lic l i b ra r y , the refe rence r eomof the loca l new spap er, and eve nt h e Y el l ow Pag es of --- r t h ete l e p h o ne d ire c t r ~ a::.~ can id~n t i f such found atio n s i ny o u r comm u n it y-- the s m a ll fam i l yf o undat i o n , commun it y f o u n d a t i o n ,o r com pany-spons o r e df o u n d a t i o nt h a tw ou ld have as p e c i a li n l e r e s t ,inde e da s p e c ia l st a ke, in t h ep r ogr a m s o fy o u r Coun c i l . F ind ou t w ha ta r et h e geog r a ph ic and p r o g r Gmmi n gi n t erests o ft h e s ef o u n d a tio n s ;w ho are on the i r b 0 2 r do ft r ustees o rd irecto rs; and whe t her they ha v e spe c i a l r e q u i r e m e n t s i nt e rm s of w ritt e nre q ues t sf o rg ra nts. ~)~ ~ _ _ ,.~ .. r-~ ,:- -~ . ~~ /. .5 \ r ~1 ) ' . . , . . . . , . -~ - . ~ ~ ~ �I na d d i t i o nt ot h e sm a l l p riva te foundati o n s w h ich m ay e / i s !i no rn e a r your lo ca lCounci l a r e a, do no t over l o ok t ~ e x i s t e n c e of th e loca l~ nit f o u n d ation. / SO ; : l : ? / There are 250 of t h ese comm un i t y foundat i o ns l o cated t h roughout t h eUnit e d St a tes. C o lle c t i v el yt h ey adm ini s ter ov e r$1 b i l l i o ni nasse ts. Afew -- t h e C leve land Founda t ion, the N ew YOL le C ommun ity T ru s t, a n d th e Ch icago C ommuni t yTr u st / / / h o l da sse ts o f over $100 mi v lion e a ch. Som e tw en t y ot h e r s ha v e endo \ v r n en ts of m ore q u i t e sm a ll. Chan ~re / you a r em ore aw are of the exi s t en ce of a commu n ity foundation in you r ow ns e rvice ar e a ,s i nc e t h e yare c h a r a c teriz e d by m u ltip le sour c es of fund i n g ,b y I J b o a r ds of tr u stees se le c t ed to r e p r esen tt h e pub lic i n t e r e s t I rn t h e i r con u n un ities , and by l o ca lo r reg iona lf o cus i n t h e i rg i v i n g ;t h u s ,t h en ation's 250 co mmuni t yf o u n d a t i o n s C I I qu as i -p ubl i c in r o l ea n d struc ture. I fyou expe r i e n ce d iffi c u lty com p i l ing a d ditiona l i n f o rm a tion abou t any s p eci f i cf o undat i o n , you c a n or d e r �foundat i on 990 -PF a n d 990-AR r e turn sf r omthe I n tern a l Re v enue S er v i c e . These a nnua l i n fo rm at i on r e tu r ns ar e c o mp le ted by a l l found a t i o n s and ar eav aila b l e fromth e I n t er n a l R e v enue S e r v i ce. You a lso can ob ta i ni n f o rm a tion abo u t a spec if i cf o u ndat i o n t h r o u gh t h e m ail by wr i ting t ot h eIn t e r n a l R even u e Serv i c e, P .O . B ox 187, Cor n w al l H e ight s ,P e nns y l v a n i a 1902 0 . Th e c o s ti s$1 . 0 0 and you w ill n ~ed t oin c l ude the fu ll nam e of t h e foundation ,c i t y and sta te in w h ich it is loca ted, the year of the re tu rn d es i r e d, and t h e em p loyee id en t ifi c ati o n numbe r . M any states a l s or e qui r et h a t fou ndat i o n s and c h a r itable tru sts annua l l yfi l ea co py 0 :th ese fo rm s w i t h / t h eS ta t e A tto r ney G ene r a l'so f fi c e . M y a d v ice i sknow your Counc i l's n e e d s and you rc o mmun ity 's r e s o u r c es -i n c l u d ing founda t i o n s . In e s se n c e , your s u c c e ss i nd r awi n g UpOi lt h e po ten ti a ls u p po r to ff o unda t i o n sw ill d e ~nd upon t h 2t y pe o fa na l y t i c a l ab ility, dedu ct i v ep ow e r s , / ; �a n d comm i tm en tt oresu lt st h a th a ve l o ng been h al l m ar k s of b o t ht h e leaders h ip and th e pr o g ramm ing of the B oy S cou t s of Am erica. I I I I wo u l d like t oend th is m o r n ing's session b yr e spondi n gt o any s p e c i f ic questio n s you m igh t ha v e re g a r d i ng f o u n dations . Be f or emoving to th at, i fyou wou ld p erm i t m e t od igress w i t h one g enera l obser v a tion. A s w ea ll know ,c h a r i t a b l e g i v i n g -- w h ile rising s t ead ily in do l l a r term s_ .h a s no t o n ly fai l e d to ke ep up w i t hi n flati o n ,i t has a ls o been . . d r o pp ing s t e a d il ya sa p er c e n t a ge of d i s posabl ei n c o me . A ll o fu s er~ t h i s mo rn i n g are o b v i o us l y conce r n e dw ith t h e f i n an c i n go fpr i v at es e c t o ri n i t i a t i v e s and w i t h t h ec o n t in u i ng v i t a l i t yo fp r iv a t ep h i l a n t h r o p y . Ib e l i e v ew e r e c o g n i z e t h a to u r fu t u r e s are i n ex t r i c abl yen t w ined. W e n ~ t h a t o u r s mus tbe a r e a f f irm at i on of t h ein d i v i d u a l ,a n dt h e v o l u n t a r y, e f f o r ti nou rs o c i e t y . �Inthat regard th e re s o urc e s of ri ~te fo undation s h a ve alw a y s be e n sm all i nr e l a t ion to n e e d. B u t wiseLy, th e y ~ la t-d tili ~d ad i stin etiv ea n d CD r a lyti . c rol . e for t h e Boy Scou ts of America a n d for m any ot h er orga n i z a t i o ns and e f fo rts t obette rt h e hum an c o n d i t i o n. I ft h e priva te, vo lu nt a r ys2ct o ri st ocon t i n ue s e r v ing a s an a l t e r nativ et oo ver-dependen ce on g o vernm en t, w e m ust r e d o ubL e our comm i tment and c o n tinu e to justif y th e pu b li c ! s f a i t h . An dH em ust H o rk t o g e t h er tOH ar dt h o s ee ; l c o m eany s p e c i f i cques t i on s you/ t onav e reg a rd ing 1"e f o u n da t i o ns. \vPC: 10/9 / 7 9 r-~~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1979-10-12_RMawby_SPE Title A name given to the resource Russell Mawby speech, Foundation Cultivation, Presentation and Follow-Up Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 12, 1979 for the W. K. Kellogg Foundation at the Boy Scouts of America 1979 National Finance Seminar. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Youth Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1979-10-12 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/4658f7173eae1edc05730cd3859fb26e.pdf 5edc4845439ccc89d08a07d4349fcc67 PDF Text Text "'_11 1 w,·" . . ,V" 1l;lc;""V!JJ.~J VICE PRV UN lUll I , OUTRCH~ , ~ ' 616 963 7611;# 1 X:u,~~p/ &/~/ I~J - +(5'3 National Priorities and Challenges the Role of the University and Russell Mawby, Chairman Emeritus, W. K. Kellogg Foundation October 22, 1995, 7:00 p.m. 1. The University A. Knowledge-Reservoir sustained by society 1. ~o serve society's purposes To preserve knowledge-to provide continuity through archives of history B. 2. To conduct research-at the frontiers of knowledge 3. To organize and synthesize bodies of knowledge 4. To transmit knowledge--to teach and share knowledge Two Trends Characterizing the Academy with Implications for Outreach 1. The teaching missiori has been, over time. narrowly defined to mean courses on campus for credentials. as something that happens to students; has lost "excitement" And this is where lifelon , leaming/outreach/continuing education comes in. Instilling lifelong learning in every person needs to be more characteristic of teaching. 2. Research has become omnipotent Need to responsibly relate research to broader service of community and society. II. The National Scene, with Implications for Higher Education A. Return to greater commitment to local responsibility and control for addressing society's problems, cycled back from the move toward federal responsibility back now to Ijal c~ntrol" with change in pattern of decision-making. Sign,ificance fi r higher education: JAN 18 '96 13:52 •.. . , 5173361327 PAGE . 01 �VICE PRV UN 1. OUTRCH~ 61 6 963 '1611; # 2 Skill-building/training for increasing numbers of local civic leaders in leadership, collaboration, consensus-building, etc., especially elected, appointed, and volunteer citizens. For example: public health board, local school boards, jobs training programs, rural and urban day care programs. 2. Technical assistance needed to communities from infant care to the elderly, from job generation to welfare reform, from toxic disposal to greenscapes in inner cities. B. Distinction between the nature of the problems and the solutions we devise. 1. Problems are complex and penetrating; e.g., inflation, K·12 education, violence, health care. 2. Yet solutions tend to be disciplinary, departmental, association-oriented. Significance for higher education: 1. Need to blend specialties and disciplines to address political. cultural, and economic sides of problems. 2. Need to provide creative leadership to decisionmakers in government to mobilize that which we know to address problems (other than building more prisons, e.g.). 3. C. Must be more committed to synthesizing knowledge. Limitless new opportunities provided by technology to education and to society-at-large in distance learning, computers, etc. Significance for higher education: 1. In general, the undergraduate experience has changed relatively little: No systemic implementation of technological potential JRN 18 '96 13:53 5173361327 PRGE.02 �SENT BY :X e r o xT l co~ r 7021 1 -18 -96 13 :39 V ICE PRV UN OUTRCH~ 616 963 76 1 1 ; #3 '. I . : j, I' . 2 . I nfu tu re ,h i g h e re d u c a t i o nm u s tu s et h ee x c i t em e n ta n dp o t e n t i a lo f t e c h n o l o g yt h r o u g h l i f e l o n gl e a r n i n gf o ra l lc i t i z e n sa ta l la g e s ,h e l p i ng am i l y ,c a r e e r ,a n dc i v i cr e s p o n s i b i l i t i e s . t h emt oi n t e r r e l a t ef D . H um a na n dc i v i cr e l a t i o n s h i p sinc o n t em p o r a r ys o c i e t ya rem a r k e db yv i o l e n c e , d e t e r i o r a t i o no ft h ef am i l y ,p o l i t i c a lc o r r e c t n e s s ,a n dd i v e r s i t y ;i no n ew o r d , i n h um a n i t y . S ign i f i can c efo rh igh e redu ca t ion : 1 . H i g h e re d u c a t i o nm u s ta d d r e s sc i v i cr e l a t i o n s h i p s c e l e b r a t ed i f f e r e n c e s a se n r i c h i n gr a t h e rt h a na sac a u s e f o rd i v i s i o na ndf r a gm e n t a t i o n . R e s p e c ta n dh a rm o n ya r ear e a lc h a l l e n g e . i l l . C h a l l e n g e sa n dC lo s ing A . C h a l l e n g e s 1 . H owd ow eg e tu n i v e r s i t i e s ,w h i c hd e s c r i b et h em s e l v e sa sa g e n t so f c h a n g e , t oa d d r e s s t h e s et r em e n d o u sc h a l l e n g e s ? 2 . Th e r ei sad e g r e eo fu r g e n c yi ng e t t i n g u n i v e r s i t i e st or e s p o n d , ow a r de d u c a t i o na ta l l l e v e l s a n i l l u s t r a t e db yt h ea t t i t u d eo fc i t i z e n st e r o s i o no ff a i t ht h a te d u c a t i o ni st h ea n sw e r .U n i v e r s i t i e sm u s tg e t ec omm i t t e d . o t h e r s t ob 3 . W ea ren owt h es t ew a r d so ft h ev i s i o n a r ym o v em e n t i nAm e r i c as e e nin t h ef o u n d i n go fc o l l e g e sa tt h ev e r yb e g i n n i n go fAm e r i c a ' sh i s t o r y , t t i t u d eo fp u b l i cs e r v i c ea n dp u b l i csp i r i t . d em o n s t r a t i n gana B . C lo s ing : Th et h em e o ft h eCon f e r en c e ,"Fu l f i l l ing H i g h e rEdu c a t ion 's u t r e a c hA g e n d a , "m a ya l r e a d yb e C o v e n a n tw i t hS o c i e t y :T h eEm e r g i n gO JAN 18 ' 9 613 :53 5173361327 PAGE .03 �. SENT BY :X e r o xT e l eCOp i e r 7021 . 1 -16 -95 13 :39 V ICE PRV UN OU TRCH~ I • 515 953 7 5 1 1 ; ; ;4 b eh indu s .W e ~ nowh a rdp r e s s e dtom a i n t a i np u b l i cc r e d i b i l i t yand c o n f i d e n c e .A se d u c a t i o n a ll e a d e r sw emu s te x e r c i s e : '" C l a r i t yo fv i s i o n '" C o n f i d e n c e ... C o u r a g e '" C om p a s s i o n ... V e n t u r e s om e n e s s ... W i l l i n g n e s s tot ak er i sk s ... B o l d n e s s [T I l l sp r e s e n t a t i o nw a sno ta u d i o t a p e d ,so myno t e sw e r e t ak enandp r e s en t ed inou t l in e f o rm a t , Ib e l i ev e th es c r ip tcou ldb eo b t a i n e d ,i fd e s i r e d . Twos e c t i o n sw e r ee x c l u d e df rom myno t e s : op en ingp e r s o n a lr em a r k s ,b r i e fh i s to ryo fAm e r i c a nh igh e re d u c a t i o n . DZ ] JAN1 8'96 1 3= 5 4 5173361327 PAGE.04 �N o t e s f r omRGM ' s p r e s e n t a t i o na tt h eC a p s t o n e Sympo s ium o ft h eW . K . K e l l o g gF o u n d a t i o n -MSU L i f e l o n g E d u c a t i o nG r a n t " F u l f i l l i n gH i g h e rE d u c a t i o n ' sC o v e n a n t W it hS o c ie ty : Th e Em e r g i n gO u t r e a c h Ag end a " GM o p e n i n gs p e a k e ron O c t o b e r 2 2 , 1995 a tt e C e n t e r , E a s tL a n s i n g ,M I C_ { j4 : : t . . .. $2 , .p• • ~. 0 "~ ( ~. @ . . ~ • ~ ... u ~ 4 _ ' \ ~ l ' ( r -J ~ .' 2 . ( ,~ ~ ~ z . f?- i �~.';:".o ( . ~ �~ �- ~ ~ . / \ " �I ~ y ) J �? , 7 v " \- i c �( I' ) / ) �) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1995-10-22_RMawby_SPE Title A name given to the resource Russell Mawby speech, Fulfilling Higher Education's Covenant With Society: The Emerging Outreach Agenda Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 22, 1995 for the W. K. Kellogg Foundation at the Capstone Symposium of the Michigan State University Lifelong Education Grant. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1995-10-22 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/1717f6a59cccf98dbd80672b6d91dc87.pdf 3da63e95f57d54178b888dde44fc21f1 PDF Text Text HEALTH SYSTEM OUT OF SYNC: A LAYMAN'S PERSPECTIVE REMARKS BY DR. RUSSELL G. MAWBY INFORMATIONAL MEETING FOR THE W. K. KELLOGG FOUNDATION'S HEALTH PROFESSION'S EDUCATION INITIATIVE CHICAGO MARRIOTT DOWNTOWN OCTOBER 17, 1989 I I WELCOME THE OPPORTUNITY TO BE WITH YOU TODAY TO SHARE A FEW OBSERVATIONS ABOUT REFORM IN HEALTH PROFESSIONS EDUCATION FROM A LAYMAN'S PERSPECTIVE. I HAVE CERTAINLY ENJOYED THE EXCHANGE OF THE MORNING SESSION AND FOUND YOUR QUESTIONS MOST PROVOCATIVE. I WANT TO THANK EACH OF YOU AND YOUR INSTITUTIONS FOR EXPRESSING BY YOUR PRESENCE YOUR INTEREST IN THE FOUNDATION'S NEW INITIATIVE IN HEALTH PROFESSIONS EDUCATION. IT IS APPARENT FROM YOUR COMMENTS THAT THE AGENDA THAT THE FOUNDATION HAS PUT BEFORE YOU IS A CHALLENGING ONE INDEED -- CALLING FOR HEALTH PROFESSIONS �2. EDUCATION TO EXAMINE DEEPLY ITS LONG-STANDING PATTERNS AND ORGANIZATIONAL STRUCTURES. THUS FAR, THE RESPONSE TO THIS INITIATIVE HAS BEEN VARIED, AS WE WOULD EXPECT. IS A PATTERN. YET, THERE YOu RECOGNIZE THE DIFFICULTY IN WHAT WE ARE ASKING AND THE NEED THAT IT BE DONE. THE TIME IS RIGHT FOR SOME INSTITUTIONS TO REACH OUT -- TO LINK WITH PEOPLE AND COMMUNITIES, TO CREATE ACADEMIC PARTNERSHIPS THAT WILL INFLUENCE HEALTH PROFESSIONS EDUCATION AND HEALTH CARE IN THE DECADES TO COME. ALL OF YOU IN THIS ROOM KNOW ONLY TOO WELL THAT THE PROCESSES OF INSTITUTIONAL CHANGE, CAREFULLY DESIGNED TO PROTECT US ALL FROM HASTY DECISION OR IMPULSIVE ACTION, CAN AS EASILY SERVE TO SMOTHER A FLAME OF INNOVATION. MAY YOU HAVE THE COURAGE, THE ENERGY, AND THE GENIUS TO AVOID THAT BEING THE CASE -- AGAIN. �3. I AM IMPRESSED WITH THIS GATHERING. EVERYONE IS HERE. USUALLY, PHYSICIANS TALK WITH PHYSICIANS, NURSES WITH NURSES, PUBLIC HEALTH SPECIALISTS WITH SOCIOLOGISTS AND POLITICAL SCIENTISTS, AND DENTISTS WITH THEMSELVES. BUT ALL DIMENSIONS OF THE HEALTH PROFESSIONS ARE REPRESENTED IN THIS MEETING -- THE BASIC SCIENCES, MEDICINE, DENTISTRY, NURSING, ADMINISTRATION, PHARMACY, PUBLIC HEALTH, THE ALLIED HEALTH FIELDS. REMARKABLE! WONDERFUL! SOME OF YOU WILL BE THE VANGUARD IN MOVING FORWARD, IN TANGIBLE AND GRATIFYING WAYS, THE CONCEPT AND GENIUS OF THE ACADEMIC HEALTH CENTER -- AT THE MOMENT ACCOMPLISHED IN DISCIPLINARY SCIENTIFIC CONTRIBUTIONS, BUT WITH THEIR POTENTIAL UNFULFILLED IN PREPARING HEALTH PROFESSIONALS SPECIALLY SUITED FOR ADVOCATING AND DELIVERING COMPREHENSIVE HEALTH CARE TO COMMUNITIES, BENEFITS WHICH THEREFORE ARE NOT YET REALIZED. �4. AS ALREADY INDICATED, MY BACKGROUND AND MY GRADUATE EDUCATION ARE IN AGRICULTURE. I COME TO YOU AS A LAYMAN, HOPEFULLY AN uINFORMED LAYMAN u WHOSE ROLE AS CHIEF EXECUTIVE OFFICER OF A FOUNDATION -- WHICH EACH YEAR PROVIDES ABOUT $40 MILLION FOR DEMONSTRATION PROGRAMS IN HEALTH EDUCATION, SERVICES, AND DELIVERY -- OBLIGATES ME TO BE AWARE OF ISSUES IN THE FIELD. I STILL RECALL VIVIDLY A SERIES OF uRUDE AWAKENINGS u AS I FIRST BECAME INVOLVED IN THE FOUNDATION'S PROGRAMMING IN HEALTH. I WAS DISMAYED, SHOCKED, DISAP- POINTED BY MUCH OF WHAT I LEARNED OF THE INNER WORKINGS, BOTH IN EDUCATION AND PRACTICE. WHILE THERE IS MUCH TO BE ADMIRED AND PRAISED, THE STARK REALITIES WHICH BECAME CLEAR, TARNISHED AND ERODED THE PINNACLE UPON WHICH THE HEALTH PROFESSIONS HAD RESIDED IN MY MIND. I HAVE TRIED TO LEARN WISELY AND TO CAREFULLY PLACE THE VARIOUS COMPONENTS IN PROPER PERSPECTIVE AND BALANCE. IN SO DOING, I HAVE HAD TO �5. LEARN THE LEXICON OF THE HOSPITAL HALLWAYS AND THE DIFFERENCES BETWEEN RADIOLOGY AND RHEUMATOLOGY; TO RECOGNIZE A "THIRD PARTY PAYOR" WHEN I SEE ONE; TO UNDERSTAND THAT "FOUR-HANDED DENTISTRY" DOESN'T REFER TO A CLUMSY PRACTITIONER OR A CARNIVAL FREAK; AND TO APPRECIATE A CAREER LADDER IN NURSING (BUT I MUST CONFESS I STILL CANNOT DISTINGUISH EASILY A NURSE PRACTITIONER FROM ONE WHO IS NOT). ACTUALLY I BRING MORE BAGGAGE THAN THAT TO THIS MEETING. I GREW UP ON A FARM IN WEST CENTRAL MICHIGAN, NOT REALLY "RURAL RURAL" BECAUSE THE HOMEPLACE IS NOW PART OF A SUBURB OF GRAND RAPIDS, BUT A FARM NONETHELESS AND IN A FAMILY WHICH ENJOYED FOR YEARS THE SPLENDID SERVICES OF A COUNTRY DOCTOR, DR. JAY D. VYN. HIS WIFE WAS HIS OFFICE NURSE/RECEPTIONIST; LATER HIS DAUGHTER SERVED IN THAT ROLE ALSO. THEY WORKED TOGETHER IN HARMONY -- WE NOW CALL THAT �6. JOINT PRACTICE -- SUPPORTIVE OF EACH OTHER, THE PATIENT, THE FAMILY. I AM NOT A NOSTALGIA BUFF, YEARNING FOR THE GOOD OLD DAYS -- A RETURN TO THE OUTHOUSE, TUBERCULOSIS, AND BLOOD LETTING -- BUT THERE WERE SOME THINGS IN THAT PATTERN WHICH SHOULD STILL SERVE US WELL. BUT PERHAPS MY BEST QUALIFICATION FOR BEING HERE TODAY IS NOT THAT OF A FOUNDATION EXECUTIVE, BUT SIMPLY A LAYMAN A SON, HUSBAND, PARENT, CONCERNED CITIZEN. I HAVE BEEN BLESSED WITH GOOD HEALTH AND SO· MY PERSONAL INVOLVEMENT WITH THE HEALTH CARE SYSTEM HAS BEEN MINIMAL. BUT I HAVE HAD MORE THAN ENOUGH OPPORTUNITY TO BE DEEPLY INVOLVED -EMOTIONALLY AND IN EVERY OTHER WAY -- IN MY RESPONSIBILITIES AND RELATIONSHIPS WITH BROTHERS AND SISTERS, PARENTS, FRIENDS. I HAVE SPENT MORE HOURS THAN I CARE TO REMEMBER AT A HOSPITAL BEDSIDE, LEANING ON THE WALL OF A HOSPITAL �7. CORRIDOR, SITTING ENDLESSLY IN A WAITING ROOM. I HAVE SOUGHT INFORMATION AND ASSISTANCE IN EVERY CONCEIVABLE WAY ASKING, BEGGING, CAJOLING, THREATENING -- TO GET A TIDBIT OF INFORMATION, A GLIMPSE OF THE TRUTH, A GLIMMER OF UNDERSTANDING. I HAVE EXPERIENCED IT ALL -- TRIUMPHS AND TRAGEDIES, COMPASSION, ARROGANCE, SELFLESSNESS, INSENSITIVE CALLOUSNESS, BOTH THE BRILLIANCE AND THE PETTINESS OF THE CARING PROFESSIONS YOU REPRESENT. SO THE PERSPECTIVE I BRING IS THAT OF A LAYMAN -- A CONCERNED INDIVIDUAL, A GRATEFUL BENEFICIARY, A CONSTRUC J.IVE CRITIC, AN EAGER PARTICIPANT IN THE UNENDING PROCESS OF MAKING THE SUPERB HEALTH SYSTEM AND SITUATION WE HAVE TODAY EVEN MORE RESPONSIVE, EFFECTIVE, AND SATISFYING. �8. II You ARE EDUCATORS, THOSE CHARGED WITH KEY RESPONSIBILITIES IN THE PREPARATION OF THE PROFESSIONALS WHO DESIGN, MANAGE, AND CONDUCT THE AFFAIRS OF OUR HEALTH CARE SYSTEM -- ITS VARIOUS COMPONENTS, INSTITUTIONS, AND PROGRAMS. TOMORROW. YOU SHAPE W. K. KELLOGG SAID IT WELL, "EDUCATION OFFERS THE GREATEST OPPORTUNITY FOR REALLY IMPROVING ONE GENERATION OVER ANOTHER." YOU ARE VITAL PARTICIPANTS IN THE SELECTION AND MOLDING OF PHYSICIANS, NURSE S, PHARMACISTS, DENTISTS, AND OTHER HEALTH PROFESSIONALS OF THE FUTURE. YOu HELP TO DETERMINE THE CRITERIA BY WHICH THE TOUGH DECISIONS ARE MADE AS TO WHO IS IN AND WHO IS OUT; YOU SHAPE THE PATTERN OF EXPERIENCES TO WHICH THEY ARE EXPOSED AND THE RIGORS TO WHICH THEY ARE SUBJECTED, AND YOU ESTABLISH THE CRITERIA BY WHICH THEIR SUCCESS OR FAILURE IS DETERMINED. THUS, �9. ULTIMATELY, YOU INFLUENCE THE SHAPE, THE CHARACTER, THE PERSONALITY, THE MORALITY OF THAT WHICH WE CALL OUR HEALTH CARE SYSTEM. WE ARE GRATEFUL FOR THE DEGREE TO WHICH YOU SUCCEED; WE WORRY ABOUT THE WHYS, THE HOWS, AND THE SO WHATS OF THE JOB YOU DO AND WE ARE THE BENEFICIARIES -- OR THE VICTIMS -- OF THE CONSEQUENCES OF YOUR EFFORTS. QUITE FRANKLY, I HAVE STRUGGLED WITH HOW I MIGHT MOST PRODUCTIVELY APPROACH MY ASSIGNMENT TODAY. My FIRST INCLINATION WAS TO APPROACH THE ·TASK AS I ALWAYS APPROACH DOCTORS AND NURSES -- HAT IN HAND, IN AWE AND IN ADMIRATION OF THOSE WHO ARE PRIVILEGED TO SERVE AND INFLUENCE SO INTIMATELY THE HUMAN CONDITION. DESPITE MANY EXPERIENCES WHICH ABUSE THAT IDYLLIC IMAGE, TO ME THERE IS NO HIGHER CALLING THAN THE CARING PROFESSIONS YOU REPRESENT. �10. BUT I HAVE CHOSEN A DIFFERENT COURSE IN PURSUING MY TASK TODAY. QUITE SIMPLY, I LEANED BACK IN MY CHAIR AND SAID, "SUPPOSE I WERE A HEALTH PROFESSIONS EDUCATOR. DO?" WHAT WOULD I AS A LOGICAL FIRST STEP, I THEN PURSUED THE QUESTION, "IF I COULD DESIGN IT, WHAT KIND OF HEALTH CARE ARRANGEMENT WOULD I LIKE FOR THE MAWBY FAMILY?" THIS IS NOT AN IDLE OR AN IMPULSIVE QUESTION; IT IS ONE I HAVE BEEN ASKING MYSELF, MEMBERS OF OUR FOUNDATION PROGRAM STAFF, LEADERS IN THE HEALTH PROFESSIONS FOR A NUMBER OF YEARS. I HAVE FINALLY CONCLUDED THAT IDEALLY I WOULD HAVE THE MAWBY FAMILY AFFILIATED WITH A SMALL TEAM OF PROFESSIONALS -- PERHAPS SOME COMBINATION OF PRIMARY CARE PHYSICIANS, ONE OR MORE DENTISTS, NURSE PRACTITIONERS, WITH A RECEPTIONIST/ BOOKKEEPER, OTHER SUPPORT PERSONNEL IN NURSING AND THE ALLIED HEALTH FIELDS. THIS GROUP WOULD HAVE APPROPRIATE PRIVILEGES WITH COMMUNITY HOSPITALS AND REFERRAL ARRANGEMENTS WITH SPECIALISTS. �11. PHILOSOPHICALLY THE GROUP WOULD BE COMMITTED TO A PROGRAM OF HEALTH PROMOTION/DISEASE PREVENTION OR HEALTH MAINTENANCE, AS WELL AS TREATMENT OF ILLNESS. Now LET'S TAKE A MOMENT TO CONSIDER THIS MODEL. FIRST, THE CORE OF THE GROUP WOULD BE PRIMARY CARE PHYSICIANS, CONCERNED WITH THE INDIVIDUAL AND WITH THE FAMILY. WHEN OUR PERSONAL PRIMARY CARE PHYSICIAN WAS AWAY, WE WOULD BE COVERED BY ONE OF HIS GROUP PARTNERS WHO WOULD HAVE COMPLETE ACCESS TO OUR HEALJH RECORDS. WHEN WARRANTED, THESE PRACTITIONERS WOULD INVOLVE APPROPRIATE SPECIALISTS FOR CONSULTATION AND/OR TREATMENT. THEY WOULD BE WORKING IN HARMONY WITH NURSE PRACTITIONERS. VERY OFTEN MY MINOR COMPLAINTS DO NOT REQUIRE THE ATTENTION OR TIME OF A BOARD-CERTIFIED SPECIALIST. I AM QUITE CONTENT �12. TO BE TREATED BY A COMPETENT NURSE PRACTITIONER, WITH CONFIDENCE THAT IF SHE IDENTIFIES A PROBLEM THAT SHE THINKS REQUIRES FURTHER EXPERTISE, SHE WILL INVOLVE HER PHYSICIAN COLLEAGUES. IT SEEMS TO ME DEPLORABLE, IN FACT INEXCUSABLE, THAT THE COMPETENCE OF THE NURSING PROFESSION IS PROVIDED SO FEW OPPORTUNITIES TO CONTRIBUTE MAXIMALLY TO HUMAN HEALTH CARE. THE PUBLIC, I AM CONVINCED, WOULD WELCOME SUCH MODIFICATION. THE PROBLEM LIES NOT WITH THE CONSUMERS, BUT IN THE PROFESSIONS AND THEIR WORKING RELATIONSHIPS, OR LACK THEREOF. WITHIN THE TEAM, PRIMARY CARE PRACTITIONERS WOULD OF COURSE CONTRIBUTE THEIR APPROPRIATE SPECIALITIES TO THE GROUP ENTERPRISE, AS WOULD THE OTHER HEALTH PROFESSIONALS. THE DENTIST? AND AS A LAYMAN, I DON'T UNDERSTAND WHY THE PROFESSION OF DENTISTRY IS PRACTICED IN ISOLATION -- PERHAPS �13. SPLENDID ISOLATION -- BUT NONETHELESS ISOLATION FROM THE MAINSTREAM OF THE HEALTH CARE SYSTEM. THE PROBLEMS OF MY TEETH AND MY MOUTH ARE NOT ISOLATED FROM THE REST OF ME, AND I BELIEVE, CAN HAVE IMPACT THROUGHOUT THE BODY. THUS, THE FAILURE OF THE PROFESSION TO ADDRESS THIS IDIOSYNCRASY IN THE PRESENT PATTERN OF PRACTICE IS DIFFICULT TO FATHOM. AND THE EMPHASIS ON HEALTH PROMOTION/DISEASE PREVENTION? YOu IN THE HEALTH PROFESSIONS HAVE DESIGNED A SYSTEM WHICH COMPENSATES YOU ONLY FOR THE TREATMENT OF MY ILLNESS OR INJURY. I CAN ENGAGE SPECIALISTS TO DESIGN AND IMPLEMENT A PREVENTIVE MAINTENANCE PROGRAM FOR MY AIR CONDITIONER AT HOME, OR THE ELEVATOR OR DUPLICATING MACHINE AT MY OFFICE. OR -- CLOSER TO OUR TOPIC TODAY -- I CAN CONTRACT WITH MY VETERINARIAN FOR A HERD HEALTH PROGRAM FOR MY HORSES. SUCH A CONTRACTURAL ARRANGEMENT, I ALWAYS HAVE IN �14. RESPONSIBILITIES WHICH I MUST FULFILL IF THAT CONTRACT IS TO BE VALID. IN SIMILAR FASHION, I WOULD LIKE TO COMPENSATE A HEALTH CARE GROUP FOR THE DESIGN AND THE CONTINUING MONITORING, WITH MY FULL PARTICIPATION AND FULFILLMENT OF MY OBLIGATIONS AND RESPONSIBILITIES, OF A MAINTENANCE CONTRACT FOR MY MOST PRECIOUS POSSESSION -- MY HEALTH AND THAT OF MY FAMILY. WHY HAVE THE HEALTH PROFESSIONS BEEN SO UNIMAGINATIVE, SO UNCREATIVE, SO UNRESPONSIVE IN THIS AREA? SO, THAT'S A BRIEF INSIGHT FROM ·A LAYMAN'S PERSPECTIVE OF ONE MODEL OF AN "IDEAL PRIMARY CARE ARRANGEMENT." THERE CAN -- AND SHOULD -- BE MANY OTHERS, TO PROVIDE PRIMARY CARE TO DIVERSE CLIENT GROUPS IN VARIED SETTINGS. AT THE FOUNDATION, WE ARE NOT IN THE BUSINESS OF PRESCRIBING MODELS AND WE HOPE MANY CREATIVE IDEAS WILL ARISE OUT OF THE NEW INITIATIVE. SO, THAT'S AS FAR AS I WILL GO TODAY AS A �15. LAYMAN. AS EXPERTS, YOU WILL GIVE FURTHER CONSIDERATION RELATING TO SECONDARY AND TERTIARY LEVELS OF CARE, OFFERING THE BENEFITS OF SUPERB SPECIALIZATION AND SOPHISTICATED TECHNOLOGY AND LINKING PRIMARY CARE PROVIDERS ULTIMATELY TO THE RICH RESOURCES OF RESEARCH INSTITUTIONS AND ACADEMIC HEALTH CENTERS. WITH MODERN COMMUNICATIONS TECHNOLOGY, PRACTITIONERS IN EVEN THE MOST REMOTE LOCATIONS CAN BE IN TOUCH WITH COLLEAGUES FOR CONSULTATION AND COUNSEL ON A CONTINUING BASIS. YOu WILL THINK OF PEOPLE FOR THEIR NEEDS, AND LOOSEN YOUR GRIP ON THE TECHNOLOGY THAT STRENGTHENS THE CONFIDENCE OF PHYSICIANS, BUT LITTLE COMPASSION TO PATIENTS. AS A LAYMAN SURVEYING THE HEALTH CARE SCENE TODAY -- BOTH IN EDUCATION AND IN PRACTICE -- I SEE THE "BITS AND PIECES" AS SUPERB. By "BITS AND PIECES" I REFER TO OUR PROFESSIONAL SCHOOLS, IN MEDICINE, NURSING, DENTISTRY, PHARMACY, �16. ADMINISTRATION, ALLIED HEALTH, ALL THE REST; THE PROFESSIONS, WITH DEDICATED AND COMPETENT INDIVIDUALS AND EFFECTIVE ASSOCIATIONS; THE VARIOUS PRACTICE SETTINGS, INCLUDING SOLO AND GROUP OFFICES, CLINICS, HOSPITALS, RESEARCH AND TEACHING CENTERS. ALL SUPERB; WITHOUT QUESTION, THE FINEST IN THE WORLD. BUT I HAVE THE UNEASY FEELING THAT TOO LITTLE THOUGHT AND EFFORT HAS BEEN GIVEN TO RATIONALIZING THE WHOLE, WITH AN OBJECTIVE OF SERVING MAXIMALLY THE INTERESTS OF THE ULTIMATE BENEFICIARIES. THE "TOTAL SYSTEM" (THIS PHRASE SOUNDS TIDIER, MORE PRESCRIBED AND RESTRICTIVE THAN INTENDED OR POSSIBLE) -- WITH MULTIPLE ALTERNATIVES AND PLURALISM IN EVERY SENSE -- SHOULD BE PARTICULARLY SENSITIVE TO THE PUBLIC IT SERVES AND BY WHICH IT IS SUSTAINED, SUBJUGATING THE MORE SELFISH INTERESTS OF PROFESSIONS AND INSTITUTIONS �17. TO THE HIGHER PURPOSE. WE LACK A "GRAND DESIGN" OR A SERIES OF GRAND DESIGNS WHICH BRING TOGETHER IN MOST EFFECTIVE WAYS THE EXPERTISE OF THE VARIOUS HEALTH PROFESSIONS, AND NETWORKING MORE EFFICIENTLY THE RESOURCES OF THE HEALTH CARE INSTITUTIONS OF OUR SOCIETY. WISELY DONE, BUILDING ON THE TERRIFIC STRENGTHS OF THE DAY BUT RESPONDING OBJECTIVELY AND SENSITIVELY TO THE DEMAND AND UNMET NEEDS OF THE PUBLIC, THE RESULT SURELY WILL BE FAR GREATER THAN THE SIMPLE SUM OF THE PARTS OF WHICH IT IS COMPRISED. AS EDUCATORS IT IS YOUR CHALLENGE TO FULFILL SUCH A VISION AND GOAL. IT IS NOT ENOUGH TO BE SIMPLY A NURSE EDUCATOR OR A MEDICAL EDUCATOR. YOu MUST SEE THE LARGER PICTURE, WITH ITS STRENGTHS AND SHORTCOMINGS, AND MOVE RELENTLESSLY TOWARD THE REALIZATION OF THE BETTER SITUATION. UNIVERSITIES, OF WHICH THE SCHOOLS OF THE HEALTH PROFESSIONS ARE A PART, ARE �18. THE KNOWLEDGE RESERVOIRS OF OUR SOCIETY, ESTABLISHED AND SUSTAINED TO PRESERVE, CREATE, AND TRANSMIT KNOWLEDGE. AN UNENDING CHALLENGE IS THAT OF MOBILIZING THESE KNOWLEDGE RESOURCES IN EVER MORE EFFECTIVE WAYS TO DEAL WITH THE CONCERNS OF SOCIETY. WHILE THERE IS MUCH IN THE HEALTH CARE SCENE IN THIS COUNTRY OF WHICH YOU CAN BE JUSTIFIABLY PROUD, THERE IS STILL MUCH "UNFINISHED BUSINESS." HOPEFULLY THE HEALTH PROFESSIONS WITH YOU AS EDUCATORS IN THE VANGUARD -- WILL PROVIDE AGGRESSIVE AND IMAGINATIVE LEADERSHIP IN ADDRESSING ISSUES OF CONCERN, LEST THE RESPONSIBILITY FALL BE DEFAULT TO THOSE LESS ABLE. �19. III RECENT HEALTH PROGRAMMING OF THE W. K. KELLOGG FOUNDATION FOCUSES ON COMMUNITY-BASED HEALTH SERVICES, AS YOU HAVE HEARD FROM OUR HEALTH PROGRAM TEAM THIS MORNING. SINCE 1987 MORE THAT 30 PROJECTS HAVE BEEN FUNDED BY THE FOUNDATION FOR COMMUNITY-BASED, PROBLEM-FOCUSED HEALTH SERVICES. LET ME TELL YOU ABOUT THREE OF THEM. FIRST, THERE IS THE PROJECT CONDUCTED FOR AND BY THE RESIDENTS OF AN ATLANTA PUBLIC HOUSING PROJECT. THERE, BILLIE AVERY AND HER TEAM ARE TRYING TO PIECE TOGETHER THE FRAGMENTED LIVES OF ADOLESCENTS, PUTTING THE FOCUS ON THEIR SELF-ESTEEM BY TYING THE THREADS OF DESPERATE INTERVENTIONS TOGETHER -- DRUG EDUCATION, SEX EDUCATION, AIDS EDUCATION, PREGNANCY COUNSELING, JOB TRAINING, LITERACY TUTORING, AND �20. MORE. SHOULDN'T HEALTH PROFESSIONS EDUCATION BE ROLLING UP ITS SLEEVES AND GOING TO WORK ON EDUCATION THAT PREPARES HEALTH PROFESSIONALS TO SHOULDER THEIR PART OF THE BURDEN? IN ANOTHER INSTANCE, ONE GROUP FROM A HEALTH PROFESSIONS SCHOOL IS BEING FUNDED TO ADDRESS THE BASIC HEALTH AND HUMAN SERVICE NEEDS OF MASSES OF ISOLATED URBAN IMMIGRANTS. THERE THEY DEAL WITH LANGUAGE BARRIERS, ILLITERACY, AND TROPICAL DISEASES, TO NAME A FEW. THE GROUP'S TETHER TO THEIR SCHOOL AND TO THE OTHER HEALTH PROFESSIGNS' SCHOOLS OF ITS INSTITUTION IS THIN INDEED. HOPEFULLY, HEALTH PROFESSIONS STUDENTS WILL ATTAIN VALUED EDUCATIONAL EXPERIENCES IN THIS PROGRAM. YET, THE SUPPORT SO FAR FROM THE PARENT INSTITUTION IS "LONG DISTANCE ENCOURAGEMENT." LIKE BIG SHIPS, ACADEMIC HEALTH CENTERS CHANGE THEIR COURSE EVER SO SLOWLY. �21. AND A THIRD EXAMPLE, ALTHOUGH I COULD GO ON AND ON, IS THAT OF A COMPREHENSIVE PROGRAM FOR YOUNG BLACK MALES TO TEACH HIGH SCHOOL GRADUATE~ TO READ, TO IMPROVE THE NUTRITIONAL STATUS OF YOUNG BLACKS, TO PROVIDE BASIC HEALTH SERVICES, TO HELP THEM FIND JOBS, AND IN THE WORDS OF THE PROJECT'S DIRECTOR, "TO TURN THEM AWAY FROM THEIR SYNDROME OF SELF-HATE." THESE ARE BUT A FEW EXAMPLES, AND AS I MENTIONED EARLIER, THERE ARE MANY MORE FROM OUR PROJECTS COMPRISING OUR PRIMARY HEALTH STRATEGY. THERE ARE FOUR SUPPORTING STRATEGIES IN OUR HEALTH PROGRAM AS WELL. THEY ARE: INFORMING POLICYMAKERS, INFORMATION TECHNOLOGY, LEADERSHIP DEVELOPMENT, AND THE ONE THAT IS THE FOCUS OF TODAY'S SESSION, HEALTH PROFESSIONS EDUCATION. EDUCATION IS CRITICAL OF COURSE. HEALTH PROFESSIONS IF OUR SUPPORT OF THESE �22. SPECIFIC COMMUNITY-BASED, PROBLEM-FOCUSED PROJECTS IS TO LEAD TO WIDER AND SYSTEM-WIDE IMPACT, WE MUST INVOLVE PROFESSIONS EDUCATION, AND THAT'S WHERE OUR NEW INITIATIVE COMES IN. WE EMPHASIZE PRIMARY HEALTH CARE. AS HEALTH PROFESSIONALS, YOU UNDERSTAND THE ISSUES OF PRIMARY HEALTH CARE AND THEIR RAMIFICATIONS, SO THERE IS NO NEED TO COMPREHENSIVELY ADDRESS THIS TOPIC. WE ARE ASKED SO OFTEN WHAT WE MEAN BY PRIMARY HEALTH CARE, PROBABLY BECAUSE IT MEANS SO MANY THINGS THAT IT MEANS SO LITTLE. I AM NOT GOING TO HELP WITH THE DEFINITIONAL PROBLEM, BUT I WOULD LIKE TO REFLECT ON A FEW THINGS THAT ARE IMPORTANT FROM MY LAYMAN'S PERSPECTIVE -- AND I SUSPECT TO MOST PEOPLE AS WELL. �23. IT MAY BE APPROPRIATE TO BEGIN WITH A PROBLEM IDENTIFIED IN THE WRITING OF HERODOTUS SOME 2400 YEARS AGO. THE GREEK HISTORIAN PERCEIVED A DISCONTINUITY OF CARE IN HIS NATIVE LAND, AND HE LAMENTED, "EACH PHYSICIAN TREATETH ONE PART AND NOT MORE. AND EVERYWHERE IS FULL OF PHYSICIANS; FOR SOME PROFESS THEMSELVES PHYSICIANS OF THE EYES, AND OTHERS THE HEAD, OTHERS THE TEETH, AND OTHERS OF THE PARTS OF THE BELLY, AND OTHERS OF OBSCURE SICKNESSES." HERODOTUS WAS CORRECT IN HIS VIEW THAT A DISCONTINUITY OF CARE CAN RESULT FROM THE TREND TOWARD OVERSPECIALIZATION. HEALTH CARE, OFFERED OR PROVIDED IN A FRAGMENTED FASHION, IS DIFFICULT TO DEAL WITH IN ITSELF BUT THE PROBLEM GOES DEEPER. OFTEN ACCOMPANYING SUCH SPECIALIZED CARE IS THE PROBLEM OF TRANSFER OF INFORMATION BETWEEN PROVIDERS OF CARE WHO UNWITTINGLY OR WORSE, KNOWINGLY, INHIBIT THE PATIENT'S ACCESS TO COMPREHENSIVE CARE. �24. My LET ME USE A PERSONAL EXAMPLE TO ILLUSTRATE WHAT I MEAN. MOTHER, BY THE TIME SHE REACHED HER MID-70S HAD SEVERAL DIFFERENT HEALTH PROBLEMS, INCLUDING CANCER AND COMPLICATIONS FROM A SERIES OF STROKES. IN THE COURSE OF HER CANCER TREATMENT, SHE WAS SHUNTED FROM ONE SPECIALIST TO ANOTHER, FROM INTERNIST TO SURGEON TO RADIOLOGIST TO ONCOLOGIST, NONE OF WHOM REALLY TOOK A COMPREHENSIVE LOOK AT HER PROBLEMS IN ORDER TO ASSESS HER OVERALL CONDITION. THE INTERNIST WHO DIAGNOSED THE PROBLEMS INITIALLY REFUSED TO CONTINUE AS HER PRIMARY CARE PHYSICIAN, SO THE RESPONSIBILITY FOR CONTINUITY RESTED WITH THE PATIENT AND HER FAMILY, CERTAINLY AN UNSATISFACTORY ASSIGNMENT BY DEFAULT. WE ENCOUNTERED ANOTHER STUMBLING BLOCK -- A GREAT RELUCTANCE, AND AT TIMES, REFUSAL ON THE PART OF SEVERAL PHYSICIANS TO TRANSFER MEDICAL RECORDS OF THE CARE THEY GAVE MY MOTHER TO OTHER PHYSICIANS WHO ALSO WERE TREATING HER. �25. CONSEQUENTLY, EXAMINATIONS, TESTS, AND PROCEDURES WERE DUPLICATED UNNECESSARILY, AT INCONVENIENCE, DISCOMFORT, AND COST. I UNDERSTAND THE REASONS GIVEN, BUT I DO NOT ACCEPT THE FINAL RESULT AS ADEQUATE OR DEFENSIBLE. BETTER WAYS. THERE MUST BE THIS EXAMPLE IS NOT AN ISOLATED ONE. FRIENDS AND ASSOCIATES HAVE TOLD ME SIMILAR STORIES, AND YOU CAN SURELY ADD ANECDOTES OF YOUR OWN. OVERSPECIALIZATION AND A LACK OF CONTINUITY IN CARE ARE NOT PROBLEMS CONFINED TO THE PRACTICE OF MEDICINE. SPECIALIZATION, SOME OBSERVERS CONTEND, HAS RESULTED FROM THE IMPLEMENTATION OF TECHNOLOGY IN ALMOST EVERY FIELD, FORCING THE INDIVIDUAL TO DEAL WITH AN EVER-INCREASING NUMBER OF PROVIDERS OF SERVICE. THE SPECIALIZATION OF HEALTH EDUCATION AND HEALTH SERVICES IS, IN MANY WAYS, AN ACHIEVEMENT IN AMERICAN THAT WE CAN BE PROUD OF. BUT AT THE �26. SAME TIME, WE MUST MANAGE IT SO THAT IT DOES NOT BECOME AN END IN AND OF ITSELF. IF SUCH SPECIALIZATION RESULTS IN FRUSTRATION AND FRAGMENTED, INCOMPLETE PATIENT CARE, IT NEEDS RETHINKING AND REARRANGING. THIS PROBLEM SHOULD BE ADDRESSED BY ALL HEALTH PROFESSIONAL SCHOOLS, AND PARTICULARLY BY THE MEDICAL SCHOOL. THE MEDICAL SCHOOL HAS THE RESPONSIBILITY OF EDUCATING THE KEY MEMBER OF THE HEALTH CARE DELIVER TEAM. THE PHYSICIAN HAS BEEN THE QUARTERBACK, THE CEO, THE GUARDIAN, THE GATEKEEPER -- LARGELY DETERMINING IN WHAT MANNER AND WITH WHAT EMPHASES PATIENT CARE IS PROVIDED. COME. HE PROBABLY WILL BE FOR YEARS TO BUT NEW MODELS SHOULD BE TRIED. QUARTERBACK, A DENTIST QUARTERBACK? WHAT ABOUT A NURSE �27. IV LET ME USE A TRUE STORY TO ILLUSTRATE THE ISSUE OF AVAILABILITY OF AND ACCESS TO HEALTH CARE. NOT LONG AGO ON A VISIT TO A COUNTY SEAT TOWN IN SOUTHERN MICHIGAN, I MET WITH A GROUP OF YOUNG PHYSICIANS. I ASKED THEM, "IF THE MAWBY FAMILY MOVED TO THIS AREA, COULD ANY OF YOU TAKE US ON AS NEW PATIENTS?" THERE WAS A QUICK CONSENSUS, "OH YES, RuSS MAWBY, CHAIRMAN OF THE KELLOGG FOUNDATION, OF COURSE WE WILL GET YOU IN." "NO, NO," I SAID. "RUSS MAWBY, WITH A WIFE AND THREE KIDS, LIVING ON 40 ACRES SOUTH OF TOWN." �28. AGAIN THERE WAS A QUICK AGREEMENT, "NONE OF US IS TAKING ANY NEW PATIENTS. YOU'LL JUST HAVE TO GO TO THE EMERGENCY ROOM AT THE HOSPITAL." I DON'T BELIEVE THAT IS A SATISFACTORY ANSWER TO PRIMARY CARE FOR FAMILIES; EMERGENCY ROOM CARE SHOULD BE FOR EMERGENCIES, NOT SERVE AS A USUAL POINT OF ENTRY FOR PRIMARY CARE. EXPERTS KEEP TELLING ME THAT ACCESS TO HEALTH CARE IS A SERIOUS PROBLEM ONLY FOR THE URBAN POOR AND FOR PEOPLE IN REMOTE RURAL COMMUNITIES. THAT SIMPLY IS NOT TRUE, IF THE MEASURE WE APPLY FOR ADEQUACY GOES BEYOND THE MOST PRIMITIVE OR BASIC STANDARD. IN COMMUNITIES OF ALL TYPES, URBAN AND RURAL, WITHOUT REGARD TO ECONOMIC CIRCUMSTANCES, MANY FAMILIES HAVE REAL DIFFICULTY IN GAINING ACCESS TO SATISFACTORY PRIMARY CARE ON A CONTINUING BASIS. �29. AS A LAYMAN, I HAVE OBSERVED THAT HEALTH PROFESSIONALS -- IN PARTICULARLY PHYSICIANS, BUT TO A DEGREE ALL HEALTH PROFESSIONALS -- HAVE NO PROBLEMS GAINING ACCESS TO THE HEALTH CARE SYSTEM. IF THEIR CHILD OR MOTHER OR GOOD FRIEND NEEDS TO SEE A DOCTOR, EVEN A SPECIALIST WHO IS BOOKED SIX MONTHS IN ADVANCE, THERE IS NO PROBLEM OF ACCESS. I SUSPECT THIS MAY BE A FRINGE BENEFIT WHICH ALSO EXTENDS TO YOU AS HEALTH PROFESSIONS EDUCATORS. BUT DON'T LET THIS LULL YOU INTO A BELIEF THAT THIS IS THEREFORE NO PROBLEM FOR THE REST OF US, REGARDLESS OF GEOGRAPHIC, CULTURAL, OR ECONOMIC CIRCUMSTANCE. I CAN'T HELP BUT THINK THAT THE VERY PRESSING PROBLEMS OF MALDISTRIBUTION, AND SOME WOULD SAY ACTUAL SHORTAGE, OF NURSES ALSO RELATE DIRECTLY TO HEALTH PROFESSIONS EDUCATION ISSUES -- AND SPECIFICALLY MEDICAL EDUCATION. AS A LAYMAN, �30. I CANNOT UNDERSTAND, NOR DO I SYMPATHIZE OR HAVE PATIENCE WITH, THE KINDS OF "PROFESSIONAL SNOBBERY" WHICH SEPARATE THE HEALTH PROFESSIONS IN BOTH EDUCATIONAL AND CLINICAL SETTINGS. FOR EXAMPLE, I DO NOT UNDERSTAND THE RELUCTANCE OF THE MEDICAL PROFESSION AND THE MEDICAL SCHOOLS -- TO TAKE A MORE ENLIGHTENED VIEW TOWARD RECOGNIZING THE UNREALIZED POTENTIAL OF NURSES AND OTHER NON-PHYSICIAN HEALTH PROFESSIONALS IN MEETING THE HEALTH CARE NEEDS IN THIS COUNTRY. I SUSPECT THE ELITISM AND SEPARATION WHICH STILL CHARACTERIZES TOO MUCH OF PHYSICIAN EDUCATION AND CARE WILL NOT MUCH LONGER BE TOLERATED. THIS WOULD SEEM PARTICULARLY TRUE AS THE PUBLIC BECOMES MORE AND MORE AWARE OF HOW SUCH PAROCHIALISM IS AFFECTING THE QUALITY, CHARACTER, AVAILABILITY, AND COST OF CARE IN THEIR COMMUNITIES. �31. INNOVATIVE APPROACHES TO ENCOURAGING PHYSICIANS, NURSES, DENTISTS, AND OTHER HEALTH PROFESSIONALS TO PRACTICE TOGETHER MORE EFFICIENTLY AND EFFECTIVELY, INCLUDING THE PROVISION OF CARE IN UNDERSERVED AREAS AND TO UNREACHED CLIENTELE, MUST CONTINUE TO BE SUPPORTED SO THAT ALL PEOPLE, WHETHER THEY BE AFFLUENT OR POOR, AND WHETHER THEY LIVE IN THE CITY OR THE COUNTRY, HAVE ACCESS TO QUALITY HEALTH CARE. v NOTICE -- I SAID QUALITY HEALTH CARE -- CERTAINLY A PERSISTENT AND BASIC CONCERN OF ALL. IN RECENT YEARS, NOT JUST IN THE PRACTICE OF MEDICINE, QUALITY INCREASINGLY HAS COME TO BE DEFINED IN TERMS OF THE APPLICATION OF HIGH TECHNOLOGY. WE PRIDE OURSELVES ON MAKING USE OF THE LATEST EQUIPMENT,PROCEDURES, AND SYSTEMS WHETHER IN MEDICINE, THE �32. AUTO INDUSTRY, OR COMMUNICATIONS. IN THE HEALTH FIELD THIS EMPHASIS ON TECHNOLOGY CAN CONTRIBUTE TO A FAILURE BY THE PROFESSIONS TO RECOGNIZE THAT ACTUAL PRACTICE AS AN INDICATOR OF QUALITY FOR COMMON HEALTH PROBLEMS MAY BE JUST AS GOOD OR BETTER IN THE SMALL, MODESTLY EQUIPPED CLINIC AS IN THE MAJOR MEDICAL CENTER. MEDICAL SCHOOLS HAVE TAKEN THE LEAD IN APPLYING HIGH TECHNOLOGY TO PRACTICE (AS WELL THEY SHOULD) BUT THEY MUST NOT RUSH SO FAR AHEAD THAT THEY FORGET THE HUMAN DIMENSION -- THE PATIENT'S PERCEPTION OF QUALITY WHICH OFTEN HINGES ON HOW THE PHYSICIAN TREATS THE PERSON, NOT JUST THE MEDICAL PROBLEM. DESPITE STATEMENTS BY INDIVIDUAL FACULTY MEMBERS THAT THEY RECOGNIZE THIS PATIENT PERCEPTION OF THE QUALITY OF CARE AS CONTRASTED WITH THE PHYSICIAN'S PERCEPTION OF CARE, MOST OBSERVERS ARE UNABLE TO NOTE MUCH EVIDENCE OF THAT RECOGNITION. �33. IF YOU OR I WERE TO HAVE A CORONARY TODAY, OUR SPOUSE WOULD NOT WALK INTO THE HOSPITAL AND ASK, "WHAT'S THE AVERAGE LENGTH OF STAY?" BUT THAT YARDSTICK HAS BEEN TOO MUCH A PRIMARY MEASURE OF "QUALITY" IN HOSPITAL REVIEWS. INSTEAD, A LOVED ONE IS LIKELY TO ASK, "IS HE OR SHE IN PAIN? BEING KEPT COMFORTABLE? HIM?" IS SOMEONE WITH HIM? IS HE MAY I SEE PHYSICIANS AND HOSPITAL ADMINISTRATORS TEND NOT TO WORRY ENOUGH ABOUT THOSE HUMANLY CRITICAL GAUGES WHICH ARE SO SIGNIFICANT BOTH TO THE PATIENT AND THE FAMILY, AND TO THE PATIENT'S ULTIMATE RECOVERY. THERE IS A DEFINITE NEED FOR EDUCATORS TO GIVE AS MUCH CONSIDERATION TO THE PATIENT'S PERSPECTIVE ON QUALITY IN PRACTICE AS IT GIVES TO HEALTH SCIENCE AND RESEARCH. MANY RESPECTED AUTHORITIES HAVE LONG CALLED FOR INCREASED ATTENTION TO THE HUMANITIES AND SOCIAL SCIENCES AS A MEANS �34. FOR INSTILLING A CONCERN FOR HUMANE CARE IN THE BUDDING PHYSICIAN, DENTIST, NURSE, OR PHARMACIST. IN THE NEW INITIATIVE, I HOPE STEPS ARE INCLUDED TO MAKE THIS DIMENSION CENTRAL TO ALL HEALTH PROFESSIONS EDUCATION. VI My CLOSING THOUGHT WOULD BE A RETURN TO MY FIRST OBSERVATIONS: 1) WHILE THERE IS MUCH IN OUR HEALTH CARE SYSTEM IN THIS COUNTRY ABOUT WHICH WE CAN BE PROUD AND WHILE IN FACT, IT IS UNEQUALED IN THE WORLD, IMPROVEMENT IS POSSIBLE; THERE ARE SHORTCOMINGS WHICH NEED TO BE IMAGINATIVELY ADDRESSED; AND 2) AS EDUCATORS, YOU WILL VISIBLY SHAPE TOMORROW. �35. WHAT WILL THE NEW MODELS BE LIKE? I DON'T KNOW THE DETAILS AND IT'S NOT THE KELLOGG FOUNDATION'S STYLE TO SHAPE THOSE DETAILS. SOMEONE SAID THAT THE TROUBLE WITH PREDICTIONS IS THAT THEY DEAL WITH THE FUTURE, BUT UNDAUNTED I WILL TURN ON MY FUTURE SCOPE TO 20 YEARS HENCE. I CAN SEE THE OUTLINES OF A VISION -- COMMUNITY-BASED ACADEMIC HEALTH CENTERS WITH THE STATUS AND PRESTIGE OF UNIVERSITY-TEACHING HOSPITALS TODAY. ACADEMIC HEALTH CENTERS WHERE RESEARCH, TEACHING, AND PATIENT CARE ARE OCCURRING; WHERE NEW INSIGHTS OF SCIENTIFIC EXPLORATION ABOUT COMMUNITIES AND THEIR HEALTH NEEDS ARE INFORMING EDUCATION AND PATIENT CARE. STUDENTS, RESIDENTS, POSTDOCTORAL FELLOWS OF THE HIGHEST CALIBER ARE LINED UP TO GO TO THE ACADEMIC HEALTH CENTERS FOR STUDY BECAUSE OF THE RECOGNIZED ACADEMIC AND INTELLECTUAL STATURE OF THE PROFESSORS WHO WORK THERE. PROMOTION AND TENURE DECISIONS BY THE PARENT INSTITUTION ARE MADE SUCH THAT THE �36. WORK OF FACULTY AT THE COMMUNITY-BASED, ACADEMIC HEALTH CENTER IS WEIGHED EQUALLY WITH OTHER FORMS OF SCIENTIFIC AND ACADEMIC ENDEAVOR. I SEE THE OUTLINES OF A CARE SYSTEM WHERE COMPASSION, CARING, AND CONTINUITY OF RESPONSIBILITY PREVAILS; WHERE STUDENTS AND PATIENTS ALIKE ARE TREATED WITH HUMAN DIGNITY AND RESPECT AND IN TURN, THE GRADUATES TREAT THEIR PATIENTS IN THE SAME MANNER. I KNOW -- AND YOU KNOW -- THAT OUR SOCIETY WILL NOT PERMIT THE PRESENT STATE OF AFFAIRS IN . HEALTH CARE TO LAST FOREVER, AND THE PRESSURES ARE GROWING UPON POLICYMAKERS TO FIND SOLUTIONS; MORE PEOPLE HAVE NEEDS TO BE SERVED, AND THE COSTS ARE INCREASING AT A RATE WELL ABOVE INFLATION. WHAT ELECTED OFFICIALS SEEK ARE SOLUTIONS THAT THEY CAN SUPPORT AND IMPLEMENT. THEY NEED ACADEMIC HEALTH CENTERS TO SHIFT FROM BEING PART OF THE PROBLEM TO BEING PART OF THE �37. SOLUTION. WE HOPE THAT THE KELLOGG INITIATIVE WILL GIVE SOME OF YOU THE OPPORTUNITY TO CREATE AND IMPLEMENT SUCH SOLUTIONS. WE -- ELECTED OFFICIALS AND POLICYMAKERS, CITY FOLK, RURAL FOLK, THE UNDERSERVED POOR, THE UPPER MIDDLE CLASS, THE YOUNG AND THE ELDERLY, ME AND MY FAMILY -- ARE ALL COUNTING ON YOU. IN MOST AREAS OF HUMAN CONCERN uWE KNOW BETTER THAN WE DO. u CERTAINLY THIS IS TRUE IN YOUR CHOSEN FIELD OF CONCENTRATION, THE EDUCATION OF PROFESSIONALS FOR HEALTH CARE. FOR IN FACT, A GREAT DEAL MORE IS KNOWN ABOUT WHAT GOOD HEALTH CARE COULD BE AND SHOULD BE THAN IS GENERALLY PUT TO USE BY THE PRACTITIONERS WHOM YOU GRADUATE. THE UNENDING CHALLENGE TO YOU AS EDUCATORS IS TO MOVE REALITY CLOSER TO THE VISION OF THAT WHICH OUGHT TO BE. I WISH YOU GODSPEED AND LOOK FORWARD TO THAT DAY IN THE FUTURE WHEN WE CELEBRATE TOGETHER YOUR ACHIEVEMENTS. !252B �, / "1 I DWK .KELLOCC ~~ FOUNDAT ION H,4 , ,1 , It ; 7 T t i c / oP . . / ~ COMMUN ITY PARTNERSH IPS w i th Hea l th P ro fess ions Educa t ion Oc tobe r1 7 ,1989 9 :00am We lcome Rona ld W .R icha rds , Ph .D . ,P rog ram D i rec to r 9 :10 The Ke l logg Founda t ion 'sP rog ramm ingfo r Hea l th He len K .G race ,R .N . , Ph .D . ,P roq ra rn D i rec to r ,and roq ramm inq Coo rd ina to ro f Hea l thP 9 :30 Commun i ty Pa r tne rsh ips w i th Hea l th P ro fess ions Educa t ion D r .R icha rds 9 :40 " . . . Commun i ty -Based . . . " D r .G race 10 :00 " . . . P r ima ry Hea l th Ca re. . . " Thomas A .B ruce ,M .D . ,P rog ram D i rec to r 10 :20 Co f fee B reak 10 :50 . " "Academ ic.. D r .R icha rds 11 :10 Ques t ions /D iscuss ion D rs . Robe r t Hodge , Hen r ieT readwe l l ,and Robe r t DeV r ies P rog ram D i rec to rs 11 :45 Lunch LuncheonSpeake r: Russe l lG . Mawby ,Ph .D . , Ch ie f Execu t ive O f f ice r . W .K .Ke l loggFounda t ion ,"Hea l thSys tem Ou to fSync : ALayman 's Pe rspec t i ve " 1 : 3 0pm Examp leso fAcadem ic ,Commun i ty -Based ,P r ima ry Hea l th Ca reCen te rs D rs .R icha rdsand B ruce Ques t ions 2 :15 w ragup r .R icha rds ( 11 ' / � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1989-10-17_RMawby_SPE Title A name given to the resource Russell Mawby speech, Health Systems Out of Sync- A Layman's Perspective Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given October 17, 1989 for the W. K. Kellogg Foundation at the informational meeting for the W. K. Kellogg Foundation's Health Profession's Education Initiative. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Health Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1989-10-17 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/2cd787f3d5fa70f426c45a9e1838e0df.pdf 122867ce3f1995cd5dc99031c7d9759a PDF Text Text .... r-. , .., ,~ - ;""';v,..) ;~I ~ - : · '~~ ----- ·.';·T ' ~' : r:.: --,.- I~ ~ OJ~ d2..bblinc a oig lagiclati V\) fin~or in tho busanoaa of f'aminz. ono nction;U eanor-ollS in nu'~ contc bocka in sixteen !f;o.:;t. ~:rt.al'"tlinz ol.'r::..c:' clly " " ..... . lJ • ..·.. 4 ~ L oolor~JI cost-pl~ of all is tho .fuct cgch would have to bo chm'.-:.ctori~cd pzoductdon contz-acte• . \';ith ouch th~t. 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Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1954_RMawby_SPE Title A name given to the resource Russell Mawby speech, Higher on the Hog Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given in 1954 to discuss the government's involvement in agricultural programs in the United States. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities Speeches, addresses, etc. Agriculture Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1954-05-08 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/af98b8ec3494198591cf44ab878f3c4a.pdf d9ddd1383ee205e64193d2edfe44f9d4 PDF Text Text "How Area As so cia tions Make A Dif f erenc e " Out l i ne o f Remarks by Russel l G. Mawby Pr e s i dent , W. K. Ke l logg Founda tion Area Ass oc ia t ions' Se s s i on o f t he 33rd Annua l Counci l on Founda t ion s Confe r ence Thur s day , Apr il 29 12- 2 : 00 p . m. 1~ Detroi t, Mich igan I. Introduc t ion: Two Key Poin t s t o Cove r This Af t e rnoon ONE: Coop e ra t ion pays off through Are a/Regional As socia t ion s TWO: Ph i l an t hr opy ne eds t o coope r a t e to surv ive and prospe r II . Relat ing Thes e Point s t o My Mi chigan Exper i enc e , A. CMF formed i n 1972 as response to 1969 Tax Act �2 B. Growth under Dot tie Johnson 's leadersh ip to i nc l ude mor e than 130 found ations, banks and corporation s . C. CMF membership t oday r epres ents 90 percent of all f ounda t i on a s se t s i n t he state. D. Why ha s CMF succeeded? I t has recogniz ed and re sponded to a diverse membership. 1. Emphasis on "COMMON GROUND" OBJECTIVES of membership a. Continuing education b. Communication c. Comprehensive legislat ive program d. Stressed involvement and use o f member volun teers t o provide s e r vi ces . �3 E. Awaren es s of CMF membersh ip tha t coope ra tion ha s: 1. Resu l ted i n bet t er i n f ormed public about philanthropy i n Mi ch i gan 2. Bet ter gran t s and grantmaking proc esses through CMF manag ement and programming wo rks hops and conferenc e s for members 3. Concret e legisl at ive v i c t or ie s t hrough CMF ini ti a tive, that of other a r e a a s soc iat ions , an d t he Counci l on Founda tion s I I I. Cooperation Pay s Of f Through Are a/Regional Association A. Regional associations are today a national network: �4 1 . 17 associa t ions throughout country serving 30 s tates and representing 1 , 500 membe rs 2. Many other foundation luncheon group s al s o f un c t i on i ng informa l ly 3. Serve a s a vit al "n e t wo r k " linkage with the Counci l on Founda tions 4. The associations overall diversity o f geogr aph i c , programmatic and member ship repres ent t h ei r co l lec tive and individual s t r eng t h B. Cooperation pays o f f t h r ough be tte r u s e of s c a r c e resource s 1. Fac il i t a t i ng the coordinat ion o f donor s e r v i ce s member foundation s sharing equ ipmen t and expert i s e �5 through the cooperat ive e ffort and help of the New York Regional Associa tion of Gran tmake rs 2. Ass istance whic h many a re a/ r e gi ona l a s sociations provide members in publish ing annua l r epo rt s from adv ice on pub l i c a t i on forma t s and content to actua l mailing l i s t s C. Legislation 1 . Regional a ssociations' effort s to "tr a ck " and keep members informed abou t legislative change s , a t both state and national levels. 2. Regional associa tions have been THE key organizations in f ounda ti on legi sl ative vi ctories of the past decade . �6 a. 1976 reduction o f priva te founda t ion payou t from an esc al ating s i x pe r c en t to f i v e p e r c en t or a l l o f income. b. 197 8 vi ctory in ge t ting ex c is e tax reduc e d fr om fou r t o t wo percen t. c. 19 81 v ic t or y in a chi eving a fl a t f ive perc ent p ayou t requiremen t . d. The se changes re su l ted f r om area assoc iat ion s' le ade rsh i p : the state and c ommun i ty based legislat ive ne tworks which r eached i nd i v i dua l Congre s smen. Rol e o f area a s sociat ions in coordinating l e gi sla tive ac t iv i ti e s with Counc i l on Foundations wa s part i cularly importan t for t he 1981 change in the payout requirement. �e . Almo s t a l l are a a s soc i a t i ons have al so been vigi lan t and i mport an t f or ums for proposed a c t i ons o f State Attor neys General. D. Pro fe s sional Development 1 . Are a as soc ia tions work wi th ne w f ounda t i on s t o pro f e s siona li ze managemen t and gr an t mak i ng , and t o bet ter use foundation r e s our c es whi ch are avai lable through the r egiona l as soci a tion member sh i p . 2 . Area a s s oc i a t i on s h ave be en important in preserving p lural i sm i n t h e f i e ld -- by helping smaller foundati ons with s ervices, and a "v oic e" or avenue t o expres s l egi s la t i v e or o ther conc e rn s and needs. �8 E. Commun i ca t ion 1. Ar ea/regional a s soc ia t ion s ( l ike t h e i nformal l un ch eon groups ) have mos t o f ten go t ten s t a r t ed a s f or ums for commun ication. 2. Through such i n it ia l e f f ort s a t communica tion, o t he r pr og r ams , a c t i vit i e s , service s o f area a ssociat ion s h ave evol v ed. 3. Communicat ion i s s t i l l a key f unc t i on o f area a s s oci at ions -- be twe en t he i r membe r s and , wi th s uch na t ional organiza t ion s a s t he Counci l on Founda ti on s and I ndepend ent Sector. 4. Such communi ca t ion a lso con tinues to t a ke many fo r ms , s ome common and s ome un ique to indiv idual area assoc ia tions : �9 a. Newslet t ers , annual report s, direc tories b. Res earch da ta on gran tmaking c . Serving as centr a l s ourc e f or communication wi th t he ge ne ra l pub l i c an d ne ws media on reg i onal ph i l ant hropy d. Coordina ting membe r s ' invo lvement and s ervice s t o don e e groups e. Opera ting Founda tion Cent er r eg iona l l i br a r i e s IV. Ph i lanthropy Needs To Coopera t e To Surv i ve and Prosper A. Thre at s repre s en t ed by gr oup s/ i ndiv i duals s t il l an tagoni s ti c toward philan th ropy and ph i l an t hr op i c organi z a tion s: Some Congre s smen, ev en today, would li ke t o s ee f oundati ons " go ou t of busine s s. " �10 1 . Effor t s by group s such a s t he "National Commi ttee for Responsive Ph i lan thropy" to dic ta t e t he type o f tru s t e e ship, managemen t t and programming which wil l be permi t t ed f ounda ti ons under the l aw. B. At same t i me t most people reco gnize that privat e ph i lanthropy mu s t imp r ov e public accoun tab i l ity and t h e a r ea r egiona l a ss ociation s c an and must t a ke a c ent r a l role i n such ef f or t s . 1 . Sta t ements by Sena tors Dur enberge r t Moynihan , Matsunaga , and othe rs a t t i me o f 1981 Tax Act con s i de r a t i on exp re s s i ng concern over inadequate pub l ic r ep orting by f ounda t i on s ; and t he ir cal l f or po ss ible Congre ssional hearings wh i ch may be hel d t hi s s umme r or f a l l . �11 2. Representa tive Ros en thal/GAO s t udy of priva t e ph i l anthr opy ' s compl iance wi t h 990 AR/PF requ irement s . 3. Area as s oc i ations provided valuab l e " input " on the changes which were made in comb ining the 990AR and 990PF into a s i ngle r epor t ing fo rm f or f oundat ions . 4. Area- as socia t ion s have , and mu s t co nt i nue , t o a c tively pu rsue new' avenues o f cooperation i n the publ ic a ccoun tabili ty/ r eporting a r e a : a. Working through and wi th t he i r members and wi th the Counc i l on Founda t i ons b. Quest ioning, prodding, and s e cur i ng new and be t t e r type s, u s e s, and ava i lab il i ty o f i n f or ma t ion on ph i lanthropy about �12 thei r membe rs t h r ough t h e r es earch and compu ter capabi li t i es of the Foundation Cente r and, now, th e new National Cente r f o r Cha r itab l e St atis t ic s. V. Conc lusion: Res tat ement th a t t h e growth and s uc c e ss o f a re a re gional assoc ia tions in pas t decade have proven that: A. Cooperat ion pay s o ff B. Coopera t i on i s ne c e s s a r y f o r th e s u r viv al o f ph i l an t h r opy a s a v i ab l e , and v a l u ab l e par t o f Americ an li fe. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1982-04-29_RMawby_SPE Title A name given to the resource Russell Mawby speech, How Area Associations Make a Difference Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given April 29, 1982 for the W. K. Kellogg Foundation at the Area Associations' Session of the 33rd Annual Council of Foundations Conference. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1982-04-29 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/3dfd6ca3e0691c61807b92f81af9964e.pdf dccc8283f0fe783737f37039b78adf72 PDF Text Text / If _ Ii \ 11 -- ( ,-I o ) , I , -- - £A.., t::: k:...0 ... T II \0, ~ .. t , h ) .zr; ~ \ ( - S-< ~- -7 10 ~ ... V c ) - �- Y f -L f) B . , . 1 , 0 ns f~ r ' I . I ) / . r1 . sC i .£; . u ,ic .. . . J ( r 1 I r - : :> . ~ ) ~ r ) ~ �T , I , ~ - I U, , , I 1 7 . t ( .b ) �f ~ 3. tIUd· : t~ ~ I . I . ~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1965-11-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, How Big Are You? Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 1, 1965 for the W. K. Kellogg Foundation at the UN Club of the YWCA about the history and programs of the Kellogg Foundation. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society W. K. Kellogg Foundation Family foundations--Michigan Charities Speeches, addresses, etc. Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1965-11-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/628e82fd85510c4878d87ac40ae8629a.pdf dbcf4badb6deb4ada50bece953f654fd PDF Text Text " IN THE BEGINNING... " Commencement Address given by Dr. Rus sell G. Mawby President, W. K. Kellogg Fou ndation at Naz aret h College Kalama zoo, Mich igan May 1, 1976 I It is a pleasure inde ed f or Ruth and me to b e with you at Nazareth Colle ge f or t his Commenceme nt cer emony. stretch back more than a de c a de. My r elationships with Nazareth My pr edecess or a t th e Foundation, Dr. Emory W. Mor r is , s erve d a s a member of your Board of Tru s tee s . I came to know your President, Dr. Lore, very we l l when h e served a n int ernship a t the Foundati on a s a part of his doct oral proGram of studies. Through the years, as t he Foundati on has had t h e privilege of a ss isti ng Nazareth in various ~ ay s, I have come to r esp ect thi s ins ti tuti on an d apprec i a t e i t s stude nts , f acult y, officers , and t r ustees . Thank y ou now for this further pl e a suJ:"e of b e ing wi th y ou today. To you who are gradua ting, I wa nt to add my c ongrat ulat i ons to t ho s e already expres sed. For each of you, t his is a n occ a s ion l ong awaited, on e of those instances in life when a person can have both a sense of satisfac tion in past achi evemen ts and a spe cial excitement f or the futur e. By happy coincidence your gr aduat i on y ear is a special year in the life of our country -- our Bicent enni al ob s ervance, an anni ve rsary when we should . reflect on ou r hi s to ry and col le ct i vely -- to t h e f uture. with y ou. h er:~ t 8.!je , a nd c ctrui t --- indiv iJually an d I fe e l pri v i l eg ed to b e s har i ng t i~i s day �2 I wou ld adda wo rd o fc o n g r a t u l a t i o n s ,a l s o ,t oa l lo ft h o s ewho h av e c o n t r i b u t e di na s i g n i f i c a n tw ay t om ak ing t h i sd ay a r e a l i t y . It h i n k f i r s to fp a r e n t s and f am i l i e s ,andi nsom ei n s t a n c e shu sb and so rw iv e s and c h i l d r e nwho soo f t e nh av es a c r i f i c e dands u b o r d i n a t e dt h e i rp e r s o n a l i n t e r e s t st oy o u r si nm ak ing i t p o s s i b l ef o ryout os t u d ya tN a z a r e t h and who a r ee n t i t l e dt oa s im i l a rs e n s eo fp r i d e f u ls a t i s f a c t i o non t h i s o c c a s i o n . AndI t h i n k ,a l s o ,o fa l lt h ep e o p l e who a r eN a z a r e t hC o l l e g e t h o s ewho h av e gon eb e f o r ei ne s tab lish ing ,b u i l d i n g , and s u s t a i n i n gt h i s i n s t i t u t i o n ,andt h o s ewho c u r r e n t l yc a r r yfo rw a rdt h i swo rk. . . t r u s t e e s , f a c u l t y ,o f f i c e r sands t a f f ,a lumn i and f r i e n d s . C h r i s t i a n ,l i b e r a la r t s c o l l e g e sh av eb e en andmu s t c o n t i n u et ob ea s ign if ican t compon en to fo u r p l u r a l i s t i csy s t emo fh ig h e r educa tion . You re f f o r t sh av em ad e t h i ss o andw i l lc o n t i n u et odo soi nt h ef u t u r e . To a l lo fyou I e x p r e s sc o n g r a t u l a t i o n s and comp l im en t s ,f o ry o u ,t o o ,c ant a k ep r i d ei nt h i sh appy o c c a s i o n . I I Th e th em ef o rt h i sd ay. . . y o u rd ay. . . i s" g e n e s i s . " W i th a c a p i t a l"G " , w e know G en e s i sa st h ef i r s tbook o ft h eO ld T es t am e n t . W i th a sm a l l" g " , W eb s t e r s a y sg e n e s i sm e an s " t h eo r i g i no r com in gi n t ob e i n go f. . . " E i t h e r w ay , no s i n g l ewo rd c o u l db e mo r e a p p r o p r i a t ef o ra e e e ~ t h em e t o comm en c e. . . I nt h eb e g i n n i n g. . . I nt h eb eg i n n i n g God. . . ! I app ro a chmy a s s i g nm e n tt h i sa f t e r n o o nw i t ht h es o b e rknow l edg et h a t n o t on ep e r s o nc am eh e r ef o rt h ep r im a r yp u r p o s eo fh e a r i n gt h eComm en c em en t A d d r e s s . I fw ea r eh o n e s tw i t he a cho t h e r ,e a cho fyou h a s a mu ch mo r e p e r s o n a l a n dmo r e im p o r t a n t r e a s o nf o rb e i n gh e r e . I na p p r e c i a t i o no f t h a tf a c t ,I p r o p o s et oi n t r u d eo n l yb r i e f l yupon y o u r da y . To t h o s eo f youwho , f romf o r c eo fh a b i t ,a r et a k i n gn o t e s , my ent i r em e s s ag ec anb e i~ari e i ntwo f o u r l e t t e rwo rd s : Im e an th em ,t h e ya r en o t noun s ~ c a r eand l o v e . And i nt h ec o n t e x t a c t i v ev e r b s : c a r e andl o v e . �3 Each of us has st a shed away in memory certain lines - -of poetry , f r om l iteratur e, pa s sages from the Di b le - whi ch have special mea ni nc t o us. One such which fr equently r ecurs t o me are t h e se line s from Edna St . Vi nc ent Millay The world stands out on e i t h er side No wider than t he hear t is wide; Above the world i s stretc hed the sky ,-No high er than the soul is h igh . The h enrt can pus h the SEa and l and Fa rthe r away on e i t h e r ha nd ; The soul can split the s ky i n two , And l et t h e fac e of Ga d s hi ne thru . But Eust and Wes t will pi nch the heart Tha t ca nnot keep them pu sh ed ap art ; And he whose soul is f lat- -the sky Will cave i n on him by a nd by . The world sta nds out- --no wider than the h eart is wide. Any r ea s onable p er son who refl e cts thoughtfully on today and t.omor-r ow-con where ma nkind i s a nd where we 're go i ns- - f i nds the prospect soberin g . Re c ently I read a d i stur b ingl y p ess i mist i c- - a nd perhap s dist re ssingly reali stic- -book, An In quiry I nt o the Human Pro s pect, by Rober t L. Heilbroner. Heilbroner s ugges ts that t hre e i s s ues above all others sha p e t he current human predic ament. envi rorunent, Hal' . The s e can be summari zp.d in thre e wor ds : "populati on, �4 I t w o u l db en i c ei f t .hese w e r esi.mp . l . e ,t i d yi s s u e st h a t w e coul d d e a lwi t hf o r cefu ll yand d i r ec t l y. B u t w eimm ed i a te l y se et h a tthey a re eand nea t; t h ey a r eco mp lex, con found i n g an d com pou n d ing ,c om pr e no ts impl he n s i v c ,i n t e r r c : lo .t e d . On eo ft h ed i l e mma so ft h e hum an c o nd . it i o ni s t h a tt h ep roblem s, , ' h i c h con c e r -n u s ar edi f f u s e, ccmpL ex, pe r m eat i n g , mu l t i d i s c i p lina r y , gen e rR lized ;th i n ko f any cu rren t issueo fmo .j o r s i gn i f i cance --po l l ut i on ,in f la tion , heal t hc a r 2 ,t r a n s p o r ta t i o r . , me n t ,e d uc a t i o n ,th e jud i c i a ls y s t em , de t en te ,wo rl dp eace. t h e so lu tion s ~e is e i ~ ~t a ,y e s ~ , by m an a r eus u a ll ysp e c i fi c ,s im p l i s ti c , spe c i a li z ed, n a rrow lyb a se d, ' I 'h u s, a s e r i o u sd is cc n t .Lnu . i ty ex is tsb etw e e nt i l enc . t . u r e o ft h ep r o b l em sv rh ic h con f ron tu s and theso lu tion svhichw e con trive f o r dea . l . i .ng wi t ht h e m . I ' l l no te la b o r a t e onthe se t h reeiss l1 e s ,s imp l yrem i n d you o ft h 2m: -arca . L i z a tI ont.ha tt h ee ;row tno fhum an popu . la t .Lon is Popu la tion-. t h ep ri n c i p a land mo s t r ~e i ~ t h r e a tt ot h es u r v i va lo fth e s p ec i e s (m an); E n v i ronm en t-a g row ing a p p r e ci a t i o nfo rt h ef r ae ; i l i tyo ft h e re la t i on sh ip s w i t h i nt h eea r th 's env ironm en ta lm i lieu ,v T i t h an aw a ren e s so ft h em ind -bOGg ling con seq u en c e so fou ra c t i o n s , 11.ls i ve o r pr em e d i t a t e d ;and im p W a r -w i t h no b e t t e rr e m inde r than th e wo rd sw r itten3 50 yea r sag o by J o hn D onnesan i s l and , en tire o fi t se l f ;ev er ym a nis a p ie ce o f "No m ani e co . r tt .ne i r t•a p a rt o ft h em ai n ;if ac l od be w ashed aw ay by th t h esea , D . 1 ro , r ; eis t . l i cle ss, as' , :211a si f ap romon t o ry w e re, si f a m ano r :o f 't .hy f r ie nd so ro ft h i n e own w e r e ;e . Y'.Y as H e ll a �5 m a n' sd ea . th d im in ishes m .e ,b e cau seI am LnvoL v ed i nm an k in d; andt h e r e f o r en eve rs endt oknow fo r vhomt h ebe l lt o ll s ; 1 f i tto J . lsf o rt h e e . No m a t t er how\1 echoo setoc l a s s i f ym an 's conce r n s ,o rf romwha t van t aG ep o i n tw e el e c tt ovi ewt h e m , t i ~at e y i t be c om e sc l e a rt h a t the q u a l i t yo fl i f ef o rou r gene ra tion s . .you r s andI11 j n e -and t h o s et o f o l low w i l l b ed et e rZ l i n e db a s i ca l ly by ou rp l . 'O c r e ssin Lm p r-ov lng DU_nJ8 .n re at i Fo r vhe th e . rw eth inkint .e rm so f t h ef 'an .LLy , ou r hom e ~hi s co r nm unit .y,o u rs t a t eo rn a tLon ,o r t h e wo r l dn e ighbo rhood,the 'p rirn . , de t e rm i n an to fwha tl i fe w i l lb el i k einth ey e a r s ahead w il l b ea con s equ en c eo fm an 's a b i l i t yt ol i v ei nh a . rm ony,on e ,v i th ano the r. A n d e mo st im po r t an t dec i s ions conf ' r -on tin gu s w i ll no tb e re so Lv e i by OU l' th bu rG eoni n gt e c h n o lo GY a lonE :,bu ti n s tead w ill be va lu e based and l u e l ad2n . va I I I Th e onl yhope f o rci v il i z e ds o c i e tyis t h a t mode rn w an w i l l be ·more su c c essfu lth anh i sp r e d e ces s o rs i nd e a li n Gw i t h human a s p i r a tion s,r e f lc c t in c cont e mpo r ar yva l u es . You r gene ra tion , mor et h a nm i n e ,show s pr o m i s eo f ha v i n gt h i s ~ it e t and cap a ci t y. Bu t you hav en o t ye tb e en rea lly t e s t e d . Th erea lt e s t ingw i l l com ei nt a ng ib l er e s p o n s e st ot o ugh al t e r n& t i v es -r ex ampl e ,i nth el e a d e r s h i pyou pr o v id ei npr e p a r i n gt h eA r r_eri c a npe o p l e fo t oaccep t as tat i co r dec l in i ng s t anda r do fl i vi n ginth e decade si ~e i at e y ahe a d , adop ting an en ti r e ly newconce p to fth e qua l i t yo fl i fe , soth a tt h e �6 people s of other pa rts o f the wor l d may benefit more ab un.dant l y from t he earth~s finit e r es ourc es . Wil l we go to war over oil? our abundanc e wi t h those le s s bles s ed ? Will we share Will the hungry of the world have f ood? Your s uc cess wi ll "be dec erm.Lne d no t by the eLeg anc e of your rhetori c but by the t a ngible c on s equ cn c e s o f your ec on omic, social , and poli tical de c i sio ns . Your .i nd i.vddua.L contri but i ons t o human progres s wi l l b e made i n t h e va rious roles of life - -in y our cho s en fi eld of Yor k ; as spou se , parent , citi zen , vo lunteer. Volunt e eri sm is a speci al Americ an phenomeno r , Margaret Mead has ob s erve d : "He live i n a so c iet y 'cl1o;t ali-rays has de p(D ded on vo l unt e er s of di f f e rent kinds-- some who can give money , o t he rs who t:; i ve t i me , and a gre at many who fr e e ly gi ve their s p ec i a l skills, full-time or part -time . If yo u l ook close ly , yo u will s e e that almost anythin s that r e ally mat.t er-s t o us, anything that embodies our de ep e s t c ommi tment t o th e way human li fe should b e l i v e d and c a r ed for . depends on some t'orm- o-mor e often many fo r ms - -of vollmt e er i s m. " In a real s ense, the mark of a per s on 's life is de t ermi ne d , above a l l , by t h e way s in whic h l e isur e ti ~e i s spent. I enc ourage y ou to b e involved ! In preparation for such re sponsi b ility , y ou a r ? fort unate to have b e en students h ere at Naz areth Coll e ge - -a Christian , privat e, l i ber a l arts instituti on : �7 Ch r is t i a n-i nt h ef u l l e s tandmo s t comm i t t eds e n s e ;p r i v a t et a n g i b l ee v i d e n c eo ft h ep l u r a l i s t i ccomm i tm en to fAm e r i c a , t h a tp r i v a t e a sw e l la sp u b l i ce f f o r t ss e r v es o c i e t y ' sh i g h e s tg o a l s , ev en i nan ag e wh en gover n ln en ti se v e rmo r e dom in an t andd om i n e e r i n g ; andl i b e r a la r t s i nf u r t h e r a n c eo ft h ec o n c e p to ft h e" e d u c a t e du s n . " Among t h ed i s t i n c t i v ep u r p o s e so f e~es l i h ey o u r s ,I ' l l r e p e a t o n l y two : " I nt h ee r awh en t h ep o t e n t i e . lb ene f i t so fs c i e n t i f i cand t e c h n o l o g i c a ladv an cem e n ta r ej e o p a r d i z e dby a l a c ko fw i sdom , mo r a l c o n c e r nandr e s p o n s i b i l i t yi ntheu s eo f su chknow l edg e , s e e kt om a i n t a i n as t e a d yfo cu son hum an va l u es wh i ch u n d e r c , i r d t h ew o r t ho fi n d i v i d u a l sandt h ew e l f a r eo fs o c i e t y . " I nan e r ao fp r oL it 'e ra t .Lona nd f r agm e n t a t i o no fknov .L edg e, s e e kt oc r e a t ei ns t u d e n t san i n t e l l e c t u a lc u r i o s i t ya b o u t t h ewho lenes so fk nm d e d ge and a c o n c e r nf o rt h ev a l u e .i2:!:dgm e n t s wh i ch a r ec r i t i c a lt ow is ed e c i s i o n -m a k i n g . " Iw i sh you a sg r a d u a t e s su c c e s si nt h ed ay s ah e ad i nt r a n s f e r r i n g s u c hv i t a lc o n c e p t si n t oy o u re v e r y d a yl i v e s . IV Wh i l e t h ep r o s p e c t so fanunknown f u t u r em ay b e somb e r ,t h ec h a l l e n c ; e andt h ep o t e n t i a l o ftomo r rowa r ea sd em and ing and a se x h i l a r a t i n ga se v e r . I nanage v rhen b i gn e ss an d com p l ex i tys e emch ar a c t e r i s ti c ,it ' s im p o r tan t �8 t om ai n ta i na p r o pe rp ers p e c t i v e. Wh ent h er e a l i t i e so ft h e ev e ryd ay w o rld s e ema lm o s to v e r w he l mi n g , I fi n dt h ef 'oL l .ov in gau s e f u l re m ind e r: I amon l y one ,b u t I amon e ; Ic an' t do ev e r y t h i n g ,b u t I can do som e t h i n g ; And wh a t ;I c a nd o , I ougn tt odo ; And wh a t I ought t odo ," b yt h egr a c eo fG od, I w i ll do. I I J e s u st a u gh t, "Lov et h yne ighbor - An o l dhYmn r em ind su s , "B rie :h ten t h ec o r n e r wh er eyou a re. . . " A movi n gl y r i cenj o in s, "L e tt h e r eb ep e ace on ea rth ~ l e ti t b eG in w i t hm e .. . " I nt o om a . n y fa c e t so flife, w eh av el o s tthehu m an and t h e hum D.ne. Th i sc anb e r e~ e ie o n l y by t h ed eed so find iv idu a l s who --i nwh a te v e r t h e i rr o l eandin e v e r yd ime n s i o no fli f e c a r eand2-ov e. I fe a ch o fu s wi l l do wh a t .T ec ando and oug h tt oco tot h a tend, w e l ,i nfac t,b es e r v ing m an 's h ighe r pu rpose . w il T oe a c ho fyou i nt h i sB i ce n t e n n ia lCl a s so f1 976 , Godspeed in you r p r o f e s si o n a lc a r e e rand --mo r eim p o r t a n t l y --i ny o u r pe r s o n a ll i fe . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1976-05-01_RMawby_SPE Title A name given to the resource Russell Mawby speech, In The Beginning Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given May 1, 1976 for the W. K. Kellogg Foundation at Nazareth College for commencement. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan W. K. Kellogg Foundation Charities Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-01 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/9f9d22b72b62987812a11d42912b6983.pdf bc3d6482672e3420a6c4251aaadf2cf2 PDF Text Text J "Innovation and Change for Higher Educat i.on" Summary of Remarks by Dr. Russell G. Mawby, President, W. K. Kellogg Foundation at the Annual Meeting of American Association of State Colleges and Universitie s San Diego, California November 8, 197:":', By tradition, the member institutions of AASCU are "people's colleges," serjring the educational needs of people and communities of their regions. ldhile the institutions vary greatly in scope and size, they are pub l.Lc institutions whLch were e stablished to meet specific obj ectives in education and service. As the needs and concerns of society have changed, so too have these institutions of higher education been transformed. And the pressing challenge now is to keep pace as their potential mission in serving their regjons change ever more rapidly and dramatically, * * * 1. We are a learning society. Change is one of the most pervasive characteristics of our times. We have come to recognize the vital role of learning in accomplishing and accommodating to change. 2, Learn~ng is for life, in all its aspects. Education is essential for all the various roles of the individual: - for occupational proficiency j whet.her in the trades, the professions , or what have you; - for civic: competence in fulfilling democratLc citizenship responsibilities; �- for avocational interests; for self-fulfillment goal s in an :'ncreasingly complex world. 3. Learning is life-long, from the crad.le t.hrough the twilight years, ir myriad forms and circumstances. It's this life-long dimension of learning to which institutions of higher education have found it most difficult to accommodate. * * * * Among the specific challenges confronting higher education currently are the f'oLl.owf.ng : 1. vlhile college education traditionally has been provided essentially for young people in their late teen s and. 20's, this pattern no longer serves life-long education needs. Traditional patterns of edur.ation must be restructured to serve individuals throughout their lifetime. 2. New delivery systems mu s t be implemented in a comprehensive way, breaking the lockstep sequence of the past. 3. New forms of institutional governance mUEt be devised, providing for participatory decision-making of all groups concerned with higher education. 4. With increasing dependence for financing from centralized government in state capitols and Washington, new rela.tionships between individual institutions and governmental decision-makers must evolve. Unless this is acccmplished, and quickly, the decision-making function Hill pass from the hands of competent educators to the political ayena. �3 ~ E c lu c a t ion a la dm i n i s t r a t o r ' smu st d e a li nr e a l i s t i can ap r agm a . t i c . t e rm s1 f it hp rob l em so fr e s o u r c er e a l l o c a t i o n ~ r e a l i g nm e n t~ and r e t r en chm e n t . Th eg r e a t "g r cw the r a "i snov rh i s t o r y . * A t : - as ymp a th e t i cand su -ppo r t iv eob s . e rve r~ r e p r e s e n t i n ga p h i l a n t h r o p i c f o u n d a t i o nmu ch invo lv edT , l i th h igh e r edu c a ' tLon , I wou ld m ak et h efo l low ing ob s e rv a t .Lon sr e g a r d i n g-p ropo s a l swh i ch com et ou sf romi n s t i t u t i o n so fh i g h e r edu ca t .Lo r i : 1 . G e n e r a l l y .p ropo s edu n d e r t a k i n g sa r en o t im a g i n a t i v een mo s to f t e nd emon s t r a t ion so fmo r eo ft h ea o f t e ns u p e r f i c i a li n n o v a t i o n si n r ~ e~ e~ g ~ b e i n g 'W i thm ino r andv e r y o rm e thod.. Th ey t e n d t ofo cu sa tt h em a rg in so fchang er a t h e rthm la tt h ec e n t r a li s s u e s . Bu tt h ev e r yn a t u r eo ft h ee d u c a t i o n a lp rob l em sw i t h wh i ch you a r e c o n c e r n e d t h e i r e e ~ t h e i r ene ~ t h e i ri n t e r - r e .L a t . edn e s s c r equL r es mo ret h a nsu chmund an e a t t e n t i o n . 2 . V e ry o f t e np r o p o s a l sr e p r es e r r tp i e c em e a l andf r agm en t ede f f o r t s~ i n a d e q u a t et os o l v i n gt h ep rob l em . Som e t im e st h i sf r a gm e n t a t i o ni s r e l a t e dt oi n s t i t u t i o n a l r re~ i no t h e ri n s t a n c e st on a r row p r o f e s s i o n a li n t e r e s t so r an a p p a r e n tf a i l u r et or e c o g n i z et h e who l en e s so ft h es t u d e n tandh i se d u c a t i o n a lcon c e rn s . Toan e x t e n t ,ou r con c e r -n si ne d u c a t i o ni nt h i scoun tr ya r ea con s e qu en c eo ff r a gm e n t a t i o no fe f f o r t . E f f o r t st or e d r e s st h es i t u a t i o n mus tb ed r am a t i c a l l yd i f f e r e n tf romt h es t a t u squo , ando f t e nr e q u i r e c omm itm en tanda c t i o nbymo r et h a non ep r o f e s s i o n a lg roup o ri n s t i t u t i o n . �4 3. Very often proposed activities :reflect, rather than a primary focus upon the educational pr0blems of people, a preoccupation with professional interests or institutional. needs and objectives. While it would seem both appropriate and logical that one could expect the educational system to be designed and operated to the best interests of the ultimate beneficiary, the students) the more one learns the more one becomes skeptical that this is sometimes not in fact the case. Up to now, the American public has vested confidence and responsibility for education in education professionals. have been many definitions of the term "professional." There From various sources, I have orawn certain phrases which I find helpfUl in considering the professional role: (a) Professionals deal more with people than 'd th t.ha.ngs; (b) Professionals are more concerned ,.;ith the public interest than with self-limited private or personal interests; (c) In professionalism, sompthing more than technique is emphasized; (d) As a professional, the individual must be as expert as he c:an be in his field, but professionalism is mere than specialization; and (e) Above all, professionalism implies commitment. One somehow questions in the current scene if such a concept of professionalism is outmoded or t.ar-nd shed , It seems to me, for example, that just as public confidence in government and the health professions has faltered, so too is public confidence in higher education becoming less certain and more questioning. HopefuJly, you and your professional colleaGUes in education will meet this situation with responsible and constructive action rather than l11timately responding less satisfactorily to varied crises and pressures. �·, 5 * * * The situation in higher education today--fraught with tension and frustration but ripe with potential--calls for more innovative and aggressive leadership than has generally been evidenced. Beset by co nf l i c t i ng pressures from all sides, too many in leader'ship positions have opted to accommodate to circumstances rather than moving to new levels of innovation. These days axe troubled for higher educ at.Lon-c-and may get darker . Yom genius as administrators and educators will be sorely tested, but with your Lmag.i.nat.Lve leadership, higher education can r -egai n the confidence of America and r-ecaptu r-e its historic role in contributing to the betterment of mankind. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Russell Mawby Papers Subject The topic of the resource Charities Family foundations--Michigan Philanthropy and society Description An account of the resource The Russell Mawby papers document the life and work of Michigan-born Russell Mawby from 1928 to the present. Mawby was the Chief Executive Officer and Chairman of the W. K. Kellogg Foundation for twenty-five years and is recognized for his work in the area of philanthropy in the United States, Latin America, and Europe. The digital collection includes a selection of field notes, speeches, itineraries, and other materials. Creator An entity primarily responsible for making the resource Mawby, Russell G. W.K. Kellogg Foundation Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby Papers (JCPA-01). Johnson Center for Philanthropy Archives</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Johnson Center for Philanthropy Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context JCPA-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-2012 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/432">Russell Mawby papers, JCPA-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-01_1973-11-08_RMawby_SPE Title A name given to the resource Russell Mawby speech, Innovation and Change for Higher Education Creator An entity primarily responsible for making the resource Mawby, Russell Description An account of the resource Speech given November 8, 1973 for the W. K. Kellogg Foundation at the Annual Meeting of the American Association of State Colleges and Universities. Contributor An entity responsible for making contributions to the resource Grand Valley State University Special Collections & University Archives Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Subject The topic of the resource Philanthropy and society Family foundations--Michigan Charities W. K. Kellogg Foundation Speeches, addresses, etc. Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Date A point or period of time associated with an event in the lifecycle of the resource 1973-11-08 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text