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August 31, 1995

The Chancellor’s Column

This University was founded, as the Pittsburgh Academy, more than two centuries ago, in 1787. In that same year, a new constitution provided the legal and political foundation for our nation. At that time, Pittsburgh was mostly surrounded by wilderness, and this school stood at the edge of the American frontier. Clearly, much has changed since then. However, in terms of institutional mission, certain of our historic values have remained in place.

The preamble to the act of the legislature creating the Pittsburgh Academy justified its charter by declaring that "the education of youth ought to be a primary object with every government." The past few days have brought the return of the "youth" now seeking an education within the more modern University of Pittsburgh. Their arrival signals the beginning of a new academic year.

Today, those students enroll in numbers that could not have been imagined in 1787, and, of course, not all of them are young. Instead, they are a diverse group in virtually every way, including age. They are more than 32,000 strong, and they pursue their studies in a wide variety of programmatic settings. In fact, one of the most telling signs of this University's comprehensive nature is the breadth of the educational programs that we offer. Currently, we sponsor 10 associate, 193 bachelor, 119 master, 82 doctoral and 4 first professional degree programs, as well as 71 certificate programs. Not surprisingly, the precise form of instruction varies considerably from program to program. Those variations reflect both disciplinary differences and the level of degree being pursued, among other factors. What should be a constant across the University, however, is teaching of the highest quality.

Our most recent "mission statement" identifies as its first two goals maintaining excellence both in undergraduate education and in graduate and professional education. Building upon that statement of goals, the planning document released last year advances as its first strategy "transmitting knowledge in more effective and efficient ways, seeking out new students, exploring different and improved instructional techniques, and recognizing the importance of all knowledge dissemination activities." Moving beyond goal and strategy statements, recent years seem clearly to have brought a renewed emphasis on education. Steps directly related to enhancing our instructional efforts have taken a range of forms. They include public recognition of teaching excellence, a clearer focus on instructional contributions and quality in the processes of professional evaluation, curricular innovation, and improvements to the physical and technological teaching environment.

Recent years also have seen, in all corners of the institution, a continuation of what has long been a part of the Pitt tradition — teaching efforts that are both inspired and inspiring by highly talented and intensely dedicated members of our faculty. Those efforts involve teaching in the best and broadest sense — excellence in formal instruction, combined with a commitment to student development that extends far beyond the "class hour." Henry Adams once said, "A teacher affects eternity; he can never tell where his influence stops." Those of us who have had the privilege of teaching understand what he meant. There are few professional experiences more satisfying than watching a former student successfully make his or her own way in the world — taking insights developed during student years, building upon them, and making a positive difference in the lives of others.

We may not be able to precisely measure or predict our impact as teachers. However, there can be no doubt that our influence through teaching is great. Speaking collectively, it can be seen in the daily contributions, some well known and others unsung, made by our more than 170,000 alumni on a daily basis. In the future, of course, many of the most important of these contributions will be made by those currently enrolled as our students.

Having the chance to participate in the education of those students is a special opportunity. It also is a serious responsibility. As the new academic year begins, we all should recommit to doing everything that we can to continue discharging that responsibility well.

Mark A. Nordenberg

Filed under: Feature,Volume 28 Issue 1

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