-&\1980's Coming Three misconceptions of Age of Weber State by J. Todd Anderson Class of 1987 hen I started my education at Weber State, I had three major misconceptions. One, I thought I was an “average” college student. Two, I thought that in college I would be a number and that no one would really care about my success or failure. Last, but not least, I thought Weber State was a “good” place to go to school. I was sorely wrong!! My first day all my classes taught me that there were no “average” students at Weber State. The diversity in the student body amazed me. I was very likely to find a previous high school classmate in my English 101 class, but there was also an equal chance that I might be sitting next to his mother who was returning to school after raising her family. I could even be sitting next to his grandfather who was retired and pursuing the degree he never finished, or his cousin who was working full-time to support a family while completing his education by taking classes part-time after work. tion at Weber State really did care about my success or failure. I found that faculty members sought to help me acquire the desire to learn, to instill in me the sel-confidence to succeed in whatever I chose to do. The emphasis trying to be everything to everybody. I remember the forward thinking of students and administrators as they worked together to obtain funding for improved computer facilities that would allow students to remain on a close interaction between teachers competitive and marketable in the and students provided me with the focused education and personal growth opportunities that larger schools or research institutions could not offer. computer-age society we live in. Similar cooperative efforts demonstrated the administrators’ commitment to students as we initiated an Open Hour Program that sought to expand This type of interaction was invaluable to me. delivering a quality education while receiving inadequate funding from the convocation lecture and afterwards eating lunch with Henry Kissinger, Gerald Ford, Vidamir Sakarov and Dr. pumping the Great Salt Lake. state. The program cuts were very painful, but through the leadership of President Nadauld, the administration has been able to focus on the programs that best serve students, rather than The fact that there wasn’t such a thing as an “average” student at Weber WSC: Fond memories of the co-curricular education included listening to the Joyce Brothers, or comparing biceps with the “Incredible Hulk,” Lou Ferrigno, or participating in discussions that focused on topics like apartheid, AIDS, nuclear weapons, SDI, and During my year as student body president I saw the difficult decisions that college administrators were having to make every day--how to continue State made the interaction with fellow students much richer for me. The diversity of student experiences, opinions, and backgrounds provided a unique environment to participate in the education process. It wasn’t long before I discovered that the faculty, staff, and administra- the out-of-class education opportunities offered to students. I found that the convocations, debates, cultural events, and interaction with fellow students, which Open Hour and other activities offered, helped to give me a wellrounded education that is hard to match. A Dr. L.G. Bingham. WSC faculty and staff are It’s obvious that my last misconception, Weber State being a “good” place to go to school, was probably the most blatant. Weber State College is a “great” institution of higher learning and a “great” place to go to school!! The experience at Weber State is unequaled. It has helped me to develop a foundation from which I can build my career, family, and social goals in the future. I only hope that during this centennial year and into the frture each of us can support Weber State and help it continue in its commitment to deliver a quality education to student. It’s the least we could do for all it has provided for us. i dedicated to helping students succeed. A campus in transition by Robert B. Smith* WSC Vice President for Academic Affairs Sitting at my desk, I gaze at an aerial photograph of the Weber State campus: The midwinter view is from the west at low altitude under a setting sun. The spectacle of locale, the harmonic blend of trademark brick with rocky cliffs, even the clever deployment of asphalt that presents to passersby not a sea of parking stalls, but a greenbelt (or snowbelt) facade, all capture my attention again as if for I am not alone. Visitors consistently extol the beauty of meticulously maintained, thoughtfully planned grounds and buildings. Backed by the Wasatch Front and overlooking a 180degree panorama of Ogden, the resurgent Great Salt Lake, and the desert beyond, thes natural settings give the campus community an uplifting physical environment. the first time. State campus also symbolize less The physical features of the Weber Milestones eApril 30, 1982 eSept. 19, 1983 eJuly 1984 eApril 29, 1985 eJuly 1, 1985 eApril 6, 1987 eJan. 10 1988 Art building dedicated in honor of Farrell R. Collett. Wattis Business Building dedicated. Masters of Accountancy program granted. NUSAT I launched from Space Shuttle Challenger (first college-built satellite in space). Stephen D. Nadauld appointed president. Marriott Health Building dedicated. College given sole ownership of Master of Education program. tangible aspects of this college in halls. transition. As recent buildings introduce concrete and glass into the Relative closeness among participants, centrality of students, and wide- previously monolithic brick decor, so spread agreement on the college’s primarily undergraduate focus are key values underlying our distinctive corporate culture. President Rodney Brady personified them through his omnipresence and frequent reminders to the campus community, reinforced by his trademark Presidential Citations. External reviewers see us as new colleagues bring new influences into our midst. As growing trees define spaces and shield against a glaring sun, so a growing sense of academic values stimulates enclaves of excellence and protects freedom to learn. Such currents of change in a mature, healthy organization have made Weber State a singularly satisfying place to work. A human scale and a personal touch have characterized Weber throughout its history. Even with more than 25,000 students enrolled annually—up to 12,000 at a time—and a growing reliance upon automation, these values persist. Consultants and reviewers unanimously tell us they sense here the thorough commitment to student welfare that creates an atmos- unusually responsive in satisfying the needs of those who support us. They marvel at the level of campus morale in the face of daunting adversity. Somehow, we keep our perspective sufficiently intact to risk new ventures—often enough to have gained a reputation as Utah higher education’s innovative frontier. Our collective creativity has produced such significant developments as an automated student registration system, a computerized writing phere for learning more akin to a laboratory, a vocational center in small, private college. Even the campus architecture contributes, never pilot “early college” program which having provided for massive lecture Ogden with it own base of support, a allows capable high school seniors to .