themselves contribute to the richness of their education: they represent the broadest possible range
of backgrounds, beliefs, academic and social experiences. The educational value of this diversity in
the classroom is hard to overestimate.
|Finally, being a
system, we can pool our resources and provide opportunities for students to
study beyond the walls of their own campuses:
the off-campus programs of Education Abroad (4,000 students), UCDC
(1,000 students, and UC in Sacramento (60 students) are well-known. In addition, thousands of undergraduates
take classes at different UC campuses, particularly during the summer term.
|And, we use
technology to teach across campus lines, particularly useful in teaching
“Less Commonly Taught Languages” which would possibly have to be eliminated
if available on one campus alone. For
example, starting in fall 2006, students from all campuses will be able to
enroll in the web-based Berkeley course, “Arabic Without Walls” and in 2007,
they’ll be able to enroll in the Santa Barbara-based Punjabi program.
|In summary, by
capitalizing on our size, our research mission, the strengths of our
students, and the fact that we are a system, campuses provide undergraduates
with a wealth of learning opportunities and unparalleled educational
experiences that match their particular academic interests.
|Now I’m now going to
invite Academic Council Chair John Oakley to describe very briefly the goals
of an undergraduate education, and the faculty’s role in developing and
approving the curriculum.