In February, 1962, a physical master planning design team, headed by John Carl Warnecke, architect, and Thomas D. Church, landscape architect, was selected. The resulting long range development plan was accepted by the Regents in September, 1963.
In July, 1962, offices for the chancellor, University librarian, and planning cadre were opened in Santa Cruz. During 1963-64, the provost of Cowell College and the business and finance officer were appointed, detailed curricular plans were proposed, and substantial progress was made toward assembling the initial faculty. By mid-1964, construction was underway or about to be on buildings sufficient for instruction of the first class in fall, 1965. In June, 1964, the Regents amended their standing orders to establish the Graduate Division at Santa Cruz, with M.A., M.S., and Ph.D. degrees, and Cowell College, with B.S. and A.B. degrees.
Chief architect of the Santa Cruz concept for a "collegiate" university was Chancellor McHenry. McHenry's concept for Santa Cruz was a synthesis of the best of a small college and the best of a large university--all within the framework and strength of a great state university system.
Each would be headed by a provost. Campus-wide guidelines would specify broad fields to be covered for the A.B. degree, but each college would determine how best to implement them in keeping with its identity and personality.
Early concentration was on high quality undergraduate education. In the fall of 1966, Santa Cruz planned to begin to launch the additional enterprises of a general university: graduate instruction, professional schools, and research institutions. Early professional schools were planned to be engineering (1967), natural resources (1968), business (1970), and landscape architecture (1972). The Lick Observatory, transferred to Santa Cruz administration in 1965, offered graduate instruction and astronomical research.
Within the University at Santa Cruz, each college would be a relatively self-contained, semi-autonomous educational entity, with its own residence halls, classrooms, dining hall large enough to accommodate all-college gatherings, a student center, a library-reading lounge, and faculty studies. Each college would provide quarters within the college compound for its provost and his family, apartments for 12 or so of its faculty fellows and preceptors, and guest suites for visiting scholars, lecturers, and distinguished visitors. Social and athletic events also would center in the colleges.
Thus, each individual college would try to meet its students' needs for identity and sense of belonging. Teaching and intellectual stimulation would be major faculty concerns, implemented by small classes, close instruction, and continuing student-faculty dialogue over the dinner table and elsewhere.
In these respects, Santa Cruz would retain and strengthen the best features of the small liberal arts college, but with an important difference--these small residential colleges would be clustered within the leavening and broadening influence of a large university. Interchange between the colleges, great scholars, excellent libraries and laboratories, and superior cultural events would provide a cosmopolitan setting to counterbalance the parochialism which tends to develop in small communities.
College membership assignments were expected to be made by a faculty committee representing all colleges. The choice of college would not preselect the major or field of specialization. Any student in any college would be able major in any discipline he wished. To encourage the stimulation that results from exchanging different points of view, not more than half the membership would major in the area of emphasis of their own college. Students in each college would have access to the offerings in every other and in the central campus for those subjects requiring facilities not available in a college--a laboratory course in biology, for example. Each college would have its own student government.
The additional 20 per cent that came from private sources covered those augmenting facilities, such as quarters for the provost, for faculty fellows and preceptors, a conference and common room, and a library-reading room with a starting cllection of books. The augmenting facilities for Cowell College were provided by the generosity of the H. S. Cowell Foundation, which furnished $925,000 toward the total construction cost of the college.
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Last updated 06/18/04.