Dr. Paul Hansen, Salt Lake City, Utah: an interview by Harry Bluhm

Transcript (21 pages) of interview by Harry P. Bluhm with retired University of Utah education professor Paul J. Hansen, on March 31, 1987. This interview is no. 224 in the Everett L. Cooley Oral History Project, and tape no. 607

Hansen (b. 1920) discusses his tenure with the Department of Education and the College of Education, University of Utah, 1950s-1980s. He headed the department and worked closely with the University's central administration. Interviewer: Harry Bluhm

DR. PAUL HANSEN DR. Salt An PAUL Lake City, L. Cooley 31, No. University Marriott Lake By Blunm Oral March Salt Utah Interview Harry "Everett HANSEN History 1987 607 of Utan Library City, Utah Project UNIVERSITY LIBRARIES MARRIOTT LIBRARY SALT LAKE CITY, UTAH 84112 EVEREIT L. COOLEY ORAL HISTORY COLLECTION 8/W &£GF7 Date 7 I willingly 19 _:?/ ! Lo the ¢{7to scholarly contribute my Library testimony of the recorded University }hkh—{; on of Utah to purposes. v Open and Usable usable with the after my following 7 review. restrictions: ARG e Interviewee Integkiewer be used for Table Eax cepfiDecrisiloniSEte, Experiiiencestias B of L Loy SChadigmanie. ChangeingStudent'SHt Accomplisnments as ot (Ao, Graduate MiEd.! Trne Stmdents® Program McMurrin Hormagion® et Encousasiemenits . % Report & ; iy . v fal S . oonl w6 o o 08 Lla aa et Director S0 S 6 . . 2 o ey N . BEducatflonalisStudiles: s S0 WAhen s o n Studies TR . DR n %50 GtherpAdministratoRsSBanith. OutstEandiing Contents Jokis Sl ST Gl | THE FOLLOWING INTERVIEW IS WITH DR. PAUL HANSEN, PROFESSOR EMERITUS, DEPARTMENT OF EDUCATIONAL STUDIES. DR. HANSEN WAS FORMERLY A CHAIRPERSON OF THE DEPARTMENT OF EDUCATION AND HAS HAD A LONG IDENTIFICATION WITH THE SCHOOL OF ERDUCARTONISSRODAYESSDATES TS TUESDAY, MARCH 31, 1987. THE INTERVIEWER IS HARRY BLUHM. HB: The substance Hansen's e huit” Department in 1It's HB: And at of your PH: and that tenure. Paul, enjoyable enjoy to university decision My tnat Dr. job. And even and now, if asked was well degrees of tnat, take of aware come but not close very would I my were was it from the your member the at one to sit experiences and also as in your to led eventually be did you wnat an would you if outset the one war a the divisions secondary. to and position, problem of institution. broke up the I was are there And said Leo so yes. all one's well aware having I a take Educational was field to me to made an mainly tnrough was Provost G.] though tnere Psychology, with pleasure share university [Leo offer a of educator. the to attachment that an become to the work graduate your is preparation-wise indicate to willing you faculty at So College administration it Dr. come. have a the be company. you as will ididentity nis your have specifically the only "splecifie Education and interview not of nome to oral witn h'is administrator. PH: thnis involvement Edivieaieileant period of college so I much PAUL HANSEN #1 that tne and HB: BH So faculty finish you did N dEisdaatE the The B The here. it all the old at Rt in Yean, family it a was tne the caluiiEetneVEmery PH= We were it up us. to HB:: You BH= Yeah, see could you material HB: Like PIETE In fact, tne there because your own kind we all of home ‘thatiids in secondary scattered. was in home now? studies, campus few the building I tnink, right. hinksvteday the The tnat They .= way. Some administrators got thning. your own thing, I days was nard absolutely audio-visual remember to rignt. find, like this. equipment. didn't our So: building, st way early we consumers that do wnen was economics especially this showed and over could Ut ah'i economics all those in And do stay Utan. loff example, Builidiing, scattered preferred for home home of to museum. Hughes, it it's decided building. Education economics--is but a 1library. begin library now Marie I University To the library, o0ld and el Iniiversitty happened. were offices, HB= degree that education HB: my A ISR way changed, have films large room (106) and used our a in projector the library downstairs. materials. 2 for We our films. downstairs, nad Finally, large we did We in classes get a PAUL HANSEN #1 projector the the of teacher the No BEE So early B meant a Yes, a was And reason you we the disadvantages Stewart was for and us days. went, part we lost people. use. like of started to we losing Stewart to Stewart School I were wnich job and I involved nim caused that Dean Woodruff was in ash Encl very stabtieben ne did friendly on our with didntENintend when came he 3 as from to worry, it. And became the To the tell get along with Dean to but in t akedovert Y. as programs department the well altnough man. great that became along got anytning he I be would a was he thought nhow the atviemainiy. up, interesting. my with experimental Now, be that closed on that. closer advantages being might told work tEimie S tlolin carry "Woodruff *Dean Woodruff. there lost to N Ein At Stewart nead wés e So willing department thohght those for definitely younger not closing We experimentations. see in Stewart could there anyway. pliibilitcSsichihiolofll sSE R atE with was kept change. definitely. ErRt Scnool did happened had hard with you we very when working school it which Stewart of lab but so it years that Okay, things education. longer for few But possibility School, HB: a department. In HB' and And I that as so would way well Astthney PAUL HANSEN #1 HB: There was the fear that ne was going to call the shots. PH: Yean, he that was way Gabe at all. it department He the fold. I I was salary. but that Trat plus right Jack Adamson, was very possible, if that much. it helped a lot. academic So it with vice be job as be the back four central built was so peace would with and my bring "'by wasn't going so (chair) would worked it small And promisied this and experiment to, that. I small to told there. shots, amount ailisiel administration the a was was call had didn't nead years HB: to Della-Piana, therefore to going into my definitely mostly Jack president in a Adamson. tne central administration? PH: Tne department brusn fires, nad plenty was nead PiEE but nad we got along some Wnat were tnat you can remember? Some of the forest continuing we nad teach done extra time tne mind And we I yearsvthat those and dean our well. forest Could extra without u don't fires." the But of. "We forest during fires education: witn these real those of expression, fires care take to an hate forest of department HB: nead fires were we pay, extra such as continue or cropped tnat would money one the teaching we and have up with as to without PAUL HANSEN #1 a to at first fires we student forest fires: their salaries and each problem of care to be as I ARdt attitude toward fallse priorities. scale in between and true perisn." "Do wnat a are others at where the They've you gone can back for 5 the to =siele™ e i theory a the 1like hie that the really ordinal difference close together this is "Publish or decided said, concept student." of il st are today so that seemed different with are They've university. took couple a no I've we university the is And way. long with it tnere tney points; up more are They mathematics certain set they priorities educational have I students. nappy But back hianget thalti Mbiifeic e s pElogect And and in nhelp to back been I've times. go to nad now--I've back go financial. along see I the cetera. et change big A rignt. all of not were a was few a Mainly I home She ago. were came it as didn't of charge in time cetera, et down Anderson, that faculty brush of lots go Carol out. put to had to funded those So tnere. had I for they long a education economics all them; person the was who believe, they so And it. about know at tell and administration central money and person, faculty economics nome no was there that found we was, one Anotner issue. one was That programs? our building I but thnink also, the PAUL HANSEN #1 trouble is research first, And I'm we've overdone and afraid then that thnat take the care student HB: They're getting short-changed? PH's They're getting snort-changed the of biggest camaraderie, very much Have seems BH= & and cnange between wnen you to a in I classes." see be that quite and bit it's get jobs mess. caliber of versus wnat there as a now to real tne were the suffered. trying it's any the the have become They were students nave importance of more more Well, it miatinAves the it requirements people and the time we did those meaning They students had them. way. different for they miaidiin was the stayed decline interested. student about there for Now, 6 the a S funictiiion teachers. same. while they're our in teachers S Tin aibswaisitinie It a serious. entering tried to time? student was tne in rigorous; more over department. terrible from but then, more: education, requirements, get screen become serious serious entrance students B fortn, "Do your department, people seen think The so has used that witn of somewhat. There in saying, today? realize HB: and you student too, different elsewnere HB: difference. by in But the beginning department oif thialt The entry we had numbers to a of become PAUL HANSEN #1 more interested, changed HB: yeu Shiald elementary BEEs by No, of out. same time you Tnose were Brusn part going nad as need chair they to see processes or--2? were very difficult. much discussion so afraid were not afraid to for always were the mucn deal with wrong. The the be of I hated little they that, that. both eye-to about that nad take or So it was pretty demanding some stress and in this of the from Now, too. wnole. the get tnat secretaries, The Now, of brush one in they'd to day that years hese fires and thing by change else in five ittt You little day daily. BiSlslied maybe HB: We of very fires Washiso A criteria So were but there at was tension. administration, 125(& so faculty lose addressing HB: and there's Some Did meetings to that PH= goals because going HB: secondary. faculty items. the entering resipensibilidity and way our those the again. Neow s -eye and on for thnere out had to I didn't it that like about had there I 1ittle of of from keep maybé. fires: care away you eacn things tnem one you. and time your putting you. nas been be a secretary used to tney're just secretaries, big change considered part separate whole. Molly was secretary 7 wnen you were tnere and PAUL HANSEN i1 maybe PH: your No, my secretary? secretary different lady, became mixed so couldn't even asked to me their all up, me a to act better was secretary were two HB: Pretty PiEls Really of best. valuable aids. that way. now the At kind of student to work that I time use professors Jones and they're dictated those all nad a gave person some Helen real Chandler thought letters my of that's They as not eacn kind and system. I I and.kept some with we And for to a they out. all, nelped. Now, aids. valuable at and And it of some this in folder use was program them. amounted system Beverly the come on a The no and secretaries. would got it that. graduate as We head graduate straighten wnhat than developed fine fine out. in The information that, is department students over student is we the that was Bolie. any take materials system I Angie find straightened graduate while computers to of and write Letters. HB: a Tnat's dramatic Ehelifimsiemiplerison change that's or director taken then Were place. of you graduate studies? Pl Riwias HB: So you thenfirst. started the monitoring, 8 record-keeping system PAUL HANSEN so {1 that now the many department were enrolled accreditation BH: ¥es, HB: In any of you'd The tnat Se been This I completed. but we to HB: tne Now, under PHE Mostly your are there at the ability people, one didn't very of the instructor the student i in worked out of it, out but it was a answer would paigest well. very which teaching sheetisgy the was never outlines course of education it but I have study teacner on tirn would the worked where dean. thinkgralsoe:, it: tne our before the that finish to witn time of wnich I significant, instead This was lcontributionc: was also accomplishments especially admission anytning publish know like university, with for guestionsivande assignments. the of, va approach personal to to? along 'was function would out achievements, researcn criteria program. at unnheard valuable, the position like? contributed get Ehat some a fill the speak I was uEhink started to to time T tnings, tnink department in and and tenure like main be that. your notable that BH: reports dideall terms would very I didn't hnelpful department. you were Dean Dean the department Woodruff? Woodruff. chair the four years all PAUL HANSEN HB: So 1 at was the it BH - Yes. HB: Were Steve Steve It HB: Woodruff was succeeded by-- came in administrative position when after that him. came? as though graduate Ser see, Hencley? still seems the let's Hencley you Hencley BiE end, ERof S alitr I was program, either one or ansittional in the Spart that or hnead of other. Nabout * 1976 Vit sounds like. PH: ¥es? HB: You were is now to move all BHE On the boy, at of place those of new there would for because they very and let educational PiH¢: Yean, they were HB: Like they were much you could we come wanted just tnat would and at eventually snare construction afraid in which nad what centralized. sometning us and under was mentioned, I that would come choose really tumbling our time. hit offices Now that different. controlled pretty I you getting buildings anything be More way as Museum, by sometning do History Maybe me and library there. frightened But the Natural out took down. HB: over in at present the studies were time. Now, offices the downstairs? downstairs. wnen that you locale? 10 were still there, I guess, PAUL HANSEN #1 PH: That's a big change too. Lots of changes after I left. HB: That building doesn't. having BHiS Wnat was within There was some advantage there because the Tney they more building put space new the tnat PH's Yean, HB: So that as near EEl: Yes, HB: As Earl good you could good. some of there some tnat Harmer was for each prepared The benind small was library get access university tne main Educational education library reason for or IMS Gabe When you lgillce Sesielemie/di it tne also--you materials. BHa1ME in with was there But when Research library, audio-visual about as far are came was it Media Instructional about? gained as that the that came Services of naving eventually--was a immediately Misl tlomiBlein niiton: Tnito wentch now motivation having could others. and not mentioned and library. by Della-Piana library or for whicn Bureau occupied a building? wanted. space the the students books had reason library needed BEis the a to HB: originally after that. support for the teacher program determine? That tne was excellent. worked colleagues tnat you in your mind? stand really class 11 out outstanding. very seriously, Earl and witn Harmer I'd say PAUL HANSEN #1 that as HB; B his one Any teaching of the other better faculty were Don Kavchak He got a stay. PH: The made of I would rate nim contributions you to to do He's worked He's too, that an ne'll as the got nim fall. .a very.strong with me very excellent. in the good. very are main the They're staff? tne on else wno see, Ralpn tnis wnile. books, some think appointed start He a for I program. then. as understand. so been He'll good. program I professor stay very written leave, just that. probably graduate to full he's contribution certification administrator, Let's So made real trying is thne /he'll He's that a He's fact consent Oh, good. instructors. member promotion director to be noteworthy? felt administrator. HB: must ones. HB: PE= as other department their administrative acquainted worked with, different outstanding as I with ones. to mentioned, the way President But me was that Fleteher except the the crhange i2 that operated it wouldn't I university, the of committee the ~==?--- fortn? so or style to pertaining observation Any chair. deans, with, worked you administrators to Now, that say change in the tnat and time anything empnasis I And way. came got I so was about, on the PAUL HANSEN #1 student HB: Becoming on BH to a publications. more research-oriented rather than focusing that I student. Right. That's where the scale comes in talked about. HB: Now, you cnhaired presumably master students, you BHs rignt? felt made a went tnis with Is the PH= Yes. HB: Taat"'s"tne Let's would Tnat HB: So BHs Yes. HB: How did the program I one was introduced or the not a son did John the relations. at name (Reed)? well? as perceive contribution, the education? master of thing best And out purpose. this for people tne way done fiirst nis name, that He's principal dad's teacher some well. became district's that superintendent--Jonn? his your in lot. of of doctoral definitely-- Lake rignht you university? think of was left of students Can't all school tnought public be those Sechool. have he that number mark, but ne's thalt” "on'e’ of they Salt a their work, and present High Did BIElE= any made some students well see--Walquist's Cottonwoeed eitner. as after us, some there and did HB> B Are out he work ne maybe contribution Bennion, some and had now IS education we've they're when ever thinking it was done for it's bad PAUL HANSEN #1 because we it's nad a didn't the HB: So B Yes, lot want slot that to them, Now, it at the the any Education versus the College of that there'd seems like be snould Yot to DINIEE ISR sponsored they And didn't N S I our were it not part on the of revives thougnts materials by to tnat itself the scnool biggest thing group there the MIEd. smaller department all through. our programs, department. went to each of know who they were tne persons voting tnem bring even They for. being that voted wno So the voted They were thiat by not and came MENEG . S piriogiriam'st 14 the aboutiswhether the send is the In up. argument This by any difs’8s enisidion away, do once of controlled university. nave be undergrad? come to Wwas i almlioit way. you centralization seemed we of that that activity question deliberation Tne any to the probably being well. again, You education just themMJEd: program. of was contribution or undergraduate Do but once meaning periodically. M.Ed. very greatest program if, of degrees, the it teachers, purpose? was as so made university, School Education a of appears Graduate PH it relations had they many their thesis, and But wanted a served thought ever enough. people write really I academic of for public HB: not voted, we got PAUL HANSEN #1 that straightened graduate the HB: I there there special Were your districts nelpful to No, I of the in make tnink it tnat a of that you afterwards to We tne thought helpful. that were worked were Harmer done? with the positive and did, ne to work seemed would tape of teacher? which He part is. you felt thing teacning still things better best became somewnat teachers experiment. students that be kinds for the micro the would practice school and believe controls Were BEEs school. out play these them. It tried some very well back to turned out thne very well. HB: Was nhe one instituted P In our HB: Were of the tnis micro department, not the first--that teaching? yes. of part that Was television? using they first--if the process. PH: Television BB So of Education out PIE We very ne with the and supportive used to or Utan State certification, now there office As Office did tnat work fact, tney were program? very worked made. was school tne right. process, that contribution state the as far a was tnat the of part was take with closely of care us them. including of--Blaine 15 In the heads. Winters? Winters, PAUL HANSEN #1 HB: Blaine Winters. PH: He used to take completely out HB: properly So you I On a so. as the central the a anytning PH: Yes, the at, and the witn otner was than worked relationship with That made That it and its degrees little tnat sounds closer each could view, speaking of the College of Do was wnat you of too. as tnere like. out Now, of Report. about lot a was remember was it some far tension turned should be it but there, didn't 16 meeting so strongly it got outside have (?) of the part gradually people the results. they gotten concerned. it had believed McMurrin were numbers out, they important very a people program, that as every And fact, In it. off. coming education as at department was yet a means it got that? evaluation our certification there understand our that university there I wnat worked working administration in He fortnh. people university about nimself close McMurrin somebody knew so other, remember I and would. Education, called on too. to far that Several that contribute see so certification. position? department yean, to good, that think the HB: in of us and had Blaine PH: with care And so it--as acquainted department, but PAUL HANSEN HB: Sel #1 thath wasw internally, would PH: e HBS From BERs your it It was that the at from nas point the school impact in any way report what one has primarily, nappened somewhat and the or I'm today result fortn these two think really had into eacn of to that, department college, there was a Gus Faust people like eventually as as--titled wasn't it? change whereby the and Jim Cultural tnen Duane, into, I I guess Lamond believe, educational studies. have absorbed change that all came was to education? new improved to like media known tne the adminisitration people so in time ‘educational became they at report? been in precipitated it look of organizationally Wnhat I to function it committee largest one Beatty B did maybe educational wnat the view, a Now Foundations the role, commission know. always And a committee department okay. HB: a Although Okay, Yes. of merely don't BH= the point merely afraid. HB: what of be? was I assort nad dean the program reorganize organizations. U/ to and reorganize is that and whetner questionable. was one of But the PAUL HANSEN HB: All #1 right. of Education from like NCATE? BH HB: How BHI I take at wno caused PH: to guess say into One was PHi: Leo Provost. HB: Was tnere BHE= A didn't HB: He nad sounds PH Yes. HB: So U. it in good move Leo the tnink to mucn endorse any or thne everything was took seriously; you 1950 you toward them spend and staff to go taking tne almost favorable, we as ended an educator? up about 1985 years. into really degrees in of persons meant there education? College the Was Wnat educatfon Education? that talked me something. right. wno person other Dean No. have there? thirty-five Provost, any it Schnool years. entirely HB' lot? did specifically joining did the seriously. encouraged you I I'd a of reports--Northwest we totally thirty-five someone nationally, But not tne nad reputation favorable, them started you the observations studies. years and of was many So as viewed kind those about far accreditation What didn't as as Everytning all HB: Now Walquist of was you? influenced dean for while. He Provost, it a me. recommendation the of like. sounds like Leo in 18 large measure took you under PAUL HANSEN nis #1 wing. BHEs Yes. HB: And Leo really encouraged potential PH: Yes. HB: As you back that over you anytning No. I to think reach liked your give now him. degree to from done this your to go status of the saw meaning what tnrougn the school. you you did those Department WOul& do? trying of look period, differently? than nhad and retirement anytning different we tne get could years done I retrospectively, nave be and to back the me you you look would BH= liked years Educational Studies. HB: And for you educator PH: I would HB: OQut would you Well, the deMuniat” out of gone back being of way by an from wnat those years characterize leadersnip ‘wanted your style to L9 that meet to leadership to was do, and a specific need. how style? allow more we were you administrator, an as "Paul, said, and saying, you're them with you thnat nad you But order. in more have can you way That part. approacned they have administration. tney view you stay work to willing you were? little a would again path administration you," need P to and stint, individual same you the life your As as try of an the trod and as everyone to freewheeling PAUL HB: HANSEN #1 administration. At the problems. letters So that that way you their open and the people would could support attainment relationships. I be I kept able in, to try thnose goals, and guess, and Education departments, Special oinile get with witn to Education good say or ixdaimipilie"t olrt goals sort of will and or the Studies involved all facilitate nhave foster Educational of up be and Did Bis v eiioslfoigivi S time them of communication, Department same with othner Educational S Eldiuic a € oinia 1! Administration? BE: No, that HB = Pretty never happened. autonomously much tning during that PH: Yesh EEthink Sol. HB: Did BHE tne again, Yes, fund scholarship good, HB: So very student P I don't cneck in an teacher know into Do you they--- Emeritus Award. They name my whicn I a also set up thought was very complimentary. for that's things in own way? any in you honor awards, nonors, any their frame? colleagues your recall time doing were they nhow that, an or freshman entry undergraduate education? it's but working enough start. 20 out money now. was have to contributed to I'll PAUL HANSEN #1 HB: That's great. your here, else and along HB: Is there to reminisce We hope the I HB: now think real And you vicariously PH: I a contribution. educator BH: That's tribute knowing were at way. nice encouraged least you're tnat by to you you Leo nelping as and an Provost someone Okay. so. anything we or nave appreciate else that you personally share? Jjust that and [END about got thnank OF 21 TAPE] everything. you kindly. would like DR. PAUL HANSEN DR. Salt An PAUL HANSEN Lake City, Interview Harry Everett L. Cooley March History 31, University Marriott Lake By Bluhm Oral No. Salt Utah 1987 607 of Utan Library City, Utah Project UNVERSTY sy THE L OF UTAH EVERETT L. COOLEY ORAL HISTORY COLLECTION SIW = Date / I willingly 19 ¢7to scholarly contribute the my Library testimony of the recorded University _?/ on of Utah M to be purposes. d Open and Usable usable with the after my following review. restrictions: Ao — Interviewee Lt F%% Inter//iewer £7 used for Table Career in as Tne as . Graduate . Studies s Students 14 Program McMurrin Formation of Encouragement Director li2 Administrators Outstanding M.Ed. Chairman Students Accomplisnments Other Contents Decisions Experiences Cnange of 16 Report Educational Studies 17 18 THE FOLLOWING INTERVIEW IS WITH DR. PAUL HANSEN, PROFESSOR EMERITUS, DEPARTMENT OF EDUCATIONAL STUDIES. DR. HANSEN WAS FORMERLY A CHAIRPERSON OF THE DEPARTMENT OF EDUCATION AND HAS HAD A LONG IDENTIFICATION WITH THE SCHOOL OF ERUCATRRON IS TARAYISEDATE: TS TUESDAY, MARCH 31, 1987. THE INTERVIEWER IS HARRY BLUHM. HB: The substance Hansen's byt Department in 1It's HB: And at of your PH: and that tenure. Paul, and enjoy to university My So graduate decision Dr. job. And even and if asked was well degrees of that, come but from the ity a of with pleasure your member outset the at one to sit experiences and if also you as an would led be in did you wnat eventually to your my not close tne one war a the divisions secondary. to and position, problem of institution. broke up the I was are there And said Leo so yes. all one's well aware having I a take Educational was field to me to made an mainly tnrough was Provost G.] take of aware is share university very would I College educator. were was it you the though there it Dr. come. that an [Leo that be administration preparation-wise the to the “idient faculty work offer Psychology, a at become to attachment now, as will company. you have indicate to willing only nis your have specifically the interview not Education enjoyable your witnh of nome to oral hiiisiisipleic il f it administrator. PH: this involvement EdinicaithifoniS period of college so I much PAUL HANSEN that the So P/Ht I faculty finish and HB: #1 you the degree here. it all the R way S at happened. were in Tne PH: RhfeBNaiNd NS Bl We were over that way because your own it up do could You PHE Yeah, those Like PAER In kind this we fact, showed tne there way. Some that got administrators few all of I hard was audio-visual remember to right. absolutely like find, this. equipment. didn't our thing, own days early especially material HiB They tning. your do could you in And right. seeus. £e HB: tnink, I today. campus the all home now? studies, think, I "The the building building, economics scattered preferred 1S secondary in was consumers Building, Emery the it call in thiat s e ait tleried. iwals economics and home the was it but Sol we example, for nome family a it's Yean, home Utan. "of MUt aht wnen stay museum. Hughes, the of to building. bici intve SN duictait Hiom: it economics--is HB: begin library a now Marie offices, decided University To the library, old HB's I S tEs t R el nitvie risHtEy that education and my did CFtdRS changed, films large room (106) and used our a have in projector the 2 We films. our downstairs, library downstairs. materials. for nad Finally, large we did We in classes get a PAUL HANSEN {1 projector the the of teacher the No P So early PH: meant a Yes, a it had tne School was in thnere those for days. definitely went, younger part we lost people. use. not like losing Stewart anyway. closing of Stewart School which change. We disadvantages Stewart was for and us started stciioloSsE experimentations. I to we Dean Woodruff. to lost I were carry thought job and I was would got a involved him caused see Dean Woodruff was in became as the very staff. ne did He on friendly witn our didn't intend to when came he 3 I from be along great that he how as it. And the Y. as programs became the To the to tell get along with Dean but in department "take well althnough man. worry, thne e i Sivie s i inty experimental anything tnat with up, interesting. my he closed Now, be that closer advantages on that. Woodruff work being might told to aitie b hiimie S tion there Stewart head was A tain So willing department thought kept Stewart could did nappened you paibEISi witn we hard with you we very wnen working school definitely. truth, And reason which was Stewart of lab but so it years that Okay, things education. longer for few But possibility School, HB: a department. In HB: and over" And I trat so would way as well as they PAUL HANSEN #1 HB: There was the fear that he was going to call the shots. BHE Yean, he that was way Gabe at all. to He Della-Piana, therefore it department to going the fold. years. I I a but that to, was if told saltarve HB: N Tnats plus right Jack Adamson, I very much. a. academic it with vice would so job as back four central inito imyy: defiiniteliyi mostly Jack president and be bt was with peace the be So. my bring by wasn't going so (chair) sveuld 1ot worked it small And promised helipieds there. was it admiintiisitratiilonithat s thist and experiment possible, that also shots, small amount. to was was the had didn't nead call in a Adamson. the central administration? PH: nad plenty was nead HB: PiTes some were that you can remember? Some of the forest continuing we nad teach done extra fires education: with time the Could extra without I our well. forest tnose of Wnat I that and dean the But of. real along got department care take fo we And years those during fires forest of fires." forest these hate we but fires, brusn mind don't "We expression, an nad head department Tne fires were we pay, extra sucn as continue or cropped that would money one the teaching we and have up with as to without PAUL HANSEN #1 building one a was, nhome to our we found economics central know programs? that it. faculty believe, And who education student at first fires we lots of their care brush fires: salaries and of to be as I each all go times. rignt. A priorities. scale in between and trlc others Attt perisn." wpicRtWin ciE are They've o gone e an back e tor 5 up to tiniel a really are ordinal the like the that theory today ¢the is see I difference close together this decided viesisaid, =Publ concept "studentii! of different so that seemed couple are I've took university no And with we it is Thiey!! et unlitviersiiicvy But there they way. long nappy with a more where And back have are financial. the that set they points; a go help I the and in a of not along was few cetera. see to to They mathematics certain I change priorities false et I home She a were didn't of ago. were came students. charge Mainly change big down Anderson, that nad go Carol those it to for funded out. back the toward . educational big been And attitude as had all they cetera, now--I've I've projects. et I at them; time faculty money Another tell long put issue. and in So to no person a problem back and tnere. had was they the economics one person, so was was there administration about forest That I but is iishf o also, tind nilkkd tihe PAUL HANSEN {1 trouble is research first, And I'm we've overdone and afraid then that that take the care student HB: They're getting short-changed? PH: They're getting short-changed the of biggest camaraderie, very much student I between wnen you to a I that quite and now to as a bit it's get jobs mess. the caliber of versus wnat there were classes." see be real the in the suffered. trying it's change students nave importance of the tne become They were it screen more Well, it mainly. department. requirements terrible people It tried to was the decline interested. funetion of that student teachers. The entry the about stayed for there Now, 6 department main the was our in teachers student Tnat they time? over was meaning rigorous; more entering for those them. way. different did requirements, get a in but then, serious had we time tne from students the and education, They serious. more become serious more entrance students PHis and any have Tne forth, "Do your department, people seen tnink realize HB: so nas used that with of somewhat. There in saying, today? seems BEFs and you Have too, different elsewhere HB: difference. by a same. wnile they're in But thne beginning we numbers to a had of become PAUL HANSEN #1 more interested, changed HB: you had elementary PH by No, meetings lose out. same time you Those were Brush of very need chair to they always be were very difficult. much discussion afraid were not afraid deal witn both see or--? so to for processes day Tne the You in eye-to I hated about that of little they were that, that. nhad to take or So it was pretty demanding some stress and maybe A change in this of the in too. get that secretaries, The Now, wnole. tne they'd of brush one else day thnat years these fires and thing five with wrong. little by Now, as were the much daily. filled going HB: We had part fires so from criteria So but there at was tension. was PiHt: so faculty administration, HB: Did and tnere's Some addressing PH: goals to that HB: of faculty items. the secondary. because going entering responsibility and way our those tne again. Now, -eye and on for thnere out had to I didn't it that like about had there I little of of from keep maybe. fires, care away you eacn things them one you. and time your putting you. been nas be a chnange big considered secretary used to they're just secretaries, part separate whole. Molly was secretary i wnen you were there and PAUL HANSEN #1 maybe BHis No, your my secretary? secretary different lady, became mixed so couldn't even asked to me their all up, me a to act out. in better fine was secretary were two HB: Pretty PH: Really of best. valuable aids. that way. now the At that use at of system. student to work with Jones Now, I time use professors helped. and tney're dictated those all I gave person some real Chnandler Helen thought letters my of that's a nad not kept They as I each kind and we And and some all, a they for to of and And folder kind this in out. some aids. valuable it was program them. amounted system Beverly the come on a The no and secretaries. fine would got it that. graduate as We head graduate straighten what than developed The information that, is department students over student is we the tnat was Bolie. any take materials system I Angie find straigntened graduate while computers to of and write letters. HBt: dramatic a Tnat's firstaperson the change thnat's or director taken then Were place. of you graduate studies? PHiz Taswiaish HB: So you thiesf st started the monitoring, 8 record-keeping system PAUL HANSEN so #1 tnat how the department many were enrolled accreditation BHE& Ves HB: In any of you'd The that Tnis completed. I GUESELEHE HB: tne Now, under PHE: Mostly know like your are there university, we the people, one didn't very ability I the but on of the instructor the student where worked out of it, out but it never which a answer would was was teaching IS 6L well. very of education outlines B EL g GBS wla b BEEE course have study it worked instead would teacher significant, dean. thinlks S =al 'soi s it: the our before the tnat finisnh to witn time of which especially at was This accomplishments contributionic admission also was with for anything publish to but - amel assignments. the of, a approach personal to to? along wash function would out achievements, researcn criteria program. at unheard valuable, the position like? contributed get that some a fill the speak I was TNk started been to to time SomIER things, thnink department in and and tenure like main be that. your notable that BIHE reports INdid®alil terms would very I LGiE didn't helpful department. you were Dean Dean the department Woodruff? Woodruff. chair the four years all PAUL HANSEN HB: So {1 at the BHe: Yes. HB'S Were Steve It HB: still as came in was succeeded by-- administrative position when after that though graduate Sort Woodruff him. came? seems the see, Hencley you Hencley BHE: let's Hencley? Steve it was end, of a I was program, either one or transitional in the part that or nead of other. about 1976 it sounds like. PH: Yes. HB: You were the is now to move On there be would HB: for educational 1iale Yean, they were HB: Like they were pretty mucn come choose that would I that would and at really tumbling offices our time. hit No@ that different. very controlled More wanted we anytnhing do had what share just construction afraid in eventually and under come us let they whicn centralized. something and mentioned, could you was I you getting buildings because sometning and of as Museum, Maybe way new me But library History by place frightened down. the there. of those boy, at Natural out took all PHE over in at present the studies were time. Now, offices the downstairs? downstairs. wnen that you locale? 10 were still tnere, I guess, PAUL HANSEN BHi Thawt #1 SRt psehange “too’s Lots of changes after I left. HB: That building doesn't. having BHS Wnat was within There was some advantage there because the Yean, HB: So that as near B Yes, HB: As tnat Earl good you could good. some of there some that Harmer was for each prepared Educational education get access library reason for or the Gabe with library, also--you was materials. When you seemed 1like Instructional Media it Hall IMS in Research there But when about as far are came was library about? gained as it behind small main the was Bennion tnat came that B now university audio-visual naving eventually--was Services of Milton into went a immediately The otners. and not mentioned and motivation having could the by Della-Piana or for which Bureau occupied space library library. new thne a building? wanted. space the put Tney they more building the students books had reason library needed Il the a to HB: originally after that. support for the teacher program determine? That tne was excellent. worked colleagues tnat you in your mind? stand really class 11 out outstanding. very seriously, Earl and witn Harmer I'd say PAUL HANSEN #1 that as HB; PH his one Any teaching of the other better faculty felt were Don Kavchak He got a stay. The that fact of I made to would rate him contributions you administrator, good. program for ne'll as the got nim very strong with me very excellent. in main the They're the good. very are that an fall. a He's staff? the on else wno this worked too, books, some Ralpn He's wnhile. thnink appointed start He a I program. then. as understand. so been He'll stay very I professor certification probably see, leave, just do.that. written contribution to full he's Oh, graduate real trying is the he'll a He's te Let's So instructors. made toconsent. He's good. member promotion director PH: be noteworthy? administrator. HB: must ones. HB: PHe: as other department their administrative acquainted worked outstanding I the way President with different as with ones. to mentioned, But me was that Fletcher except tne the crange 12 that operated it wouldn't I university, the of committee the -==?--- fortn? so or style to pertaining observation Any chair. deans, with, worked you administrators to Now, that say change in the tnat and time anything emphasis I And way. came got I so was about, on the PAUL HANSEN #1 student HB: Becoming on BEs to a publications. more research-oriented ratner than focusing that I student. Right. That's where the scale comes in talked about. HiB: Now, you chaired presumably master students, you PHEs rignt? felt made a went HB': Is B Yes. HB: i the Let's HB: So High Salt left or the not a doctoral in lot. that some way He's done definitely-- Lake superintendent--Jonn? son did well. ot iniciipfali pr bieicame first nis thnink of his dad's name, John alt name (Reed)? ‘thisspurpose. bemal N rhiioghit ™ fior people your you university? Can't of of students School. have he one was he present ne's those mark, but that number of they work, and a their nfeMo nie™ t hialEl Did woulidt any after students well see--Walquist's Cottonwood either. as made some us, some there and did with ARSIt That Are out he work this PH: maybe contribution Bennion, some and had well? as Yes. HB: PIE: school How did the program I thought introduced public of the the relations. master of tning best And contribution, the education? teacher that was perceive district's now 13 education we've they're when ever thinking it was done for it's bad PAUL HANSEN #1 because we it's nad a didn't the HB: So RS Yes, lot want slot that to them, Now, 1t at the was the College of ‘thiat be NIBIEEL to way. tney S S And didn't by I any our were it not part on the of revives thougnts materials by to S R MPS thnat idtself the schnool all biggest thing group there the M.Ed. whether department and came tnrough. our programs, pie o/g i lamist department. went to each of know who they were 14 the smaller about the send is the In up. argument Tnis - lch sponsored of come away, do be thiere'd undergrad? controlled university. have dissension of lot snould once you centralization a we versus like to activity Education seems seemed any to of that that contribution question deliberation Tne well. the probably being just again, You education was M.Ed. program. of very or undergraduate Do M.Ed. but once i mielainiiinig. periodically. teachers, degrees, the it program if, of so greatest university, Schnool thneir made the any as many purpose? was of the Editieraitiiloni BH: it appears Graduate tney a But wanted thesis, and relations had a served thought ever enough. people write really I academic of for public HB's not even the persons voting for. them bring Sbieiing that voted wno So the voted They b h altiiwWeinies They by not voted, we got PAUL HANSEN #1 that straigntened graduate the HB: I there there special Were your districts nelpful to No, I of the in tne would make think micro tnat a best that you afterwards to We the thought that were worked were done? with the positive and teacher? Harmer did, ne to work seemed would tape of helpful. you felt part is. things wnich He still of thing teaching became somewnat better experiment. students it teachers for the that be kinds practice school and believe controls Were PH: school. out play these them. It tried some very well back to turned out the very well. HB: B In our HB': Were department, yes. of part that Was television? using tney first--that tne not teaching? micro tnis instituted first--if the of one ne Was the process. RS Television HB: So of Education out P We very ne with the and supportive used to or Utan State certification, how take office with closely of care us there As Office did that work fact, they were 4 program? very worked made. was school the right. process, that contribution state thne as far a was that the of part was them. including of--Blaine 15 In tne neads. Winters? Winters, PAUL HANSEN #1 HB: Blaine Winters. B He used to take completely out HB: properly So you I think the HB: in On a contribute tne central the a anytning PH': Yes, I the ap s there the with otner I than made relationship That got it a means it and its degrees little that sounds witn closer each like. out as view, speaking of the College of there Do was what you of too. could Now, of Report. a lot about department coming it as some evaluation our That education andiviet was worked was remember that? was that certification there understand our whnat worked fortn. administration in He working people other, remember university close university about nimself so McMurrin somebody knew and would. Education, called on so too. to as that Several that far see certification. position? department yeah, to good, that so. of us and had Blaine RE# with care was' far tension turned program, that as it at it. every off. And should be a very they meeting so McMurrin strongly were there, but it got people outside didn't have 16 fact, important numbers out, In gotten part. gradually people the results. they believed concerned. it had of And (?) the so it--as acquainted department, but PAUL HANSEN HB: So #1 that was internally, would B Yes. HB; From PHis what your it It was that the at one point at the school impact in any way report what been or report? has Piiimiaie it Sy nappened somewhat the STm today result and in so fortn known had into each of to that, the department college, there was a Gus Faust people like eventually as--titled all that wasn't it? change whereby tihler and Jim Cluplttiulr tnen Duane, came.into, as I educational change was to nave I guess Lamond believe, studies. absorbed education? new improved to like media two really in time people these think one the attiionial Sadmiiniitsit riaitifon became tney look of organizationally precipitated it to function it committee nas What I did maybe educational Beatty PH:: a Now Foundations wnat the view, largest fromielduc the role, commission know. always And a committee department okay. HB: a Although Okay, Yes. of merely don't BES= of the point merely afraid. HB: sort be? was I a nad dean the program reorganize organizations. 17 to and reorganize is that and whethner questionable. was one of But the PAUL HANSEN HB: All #1 right. of Education from like NCATE? RIS HB: How PH: I take at someone who caused PH' I'd to guess say into One was RHE: Leo Provost. HB: Was tnere BH: A lot? didn't He nad sounds BH Yes: HB: So it Leo in good move the Dean thnink mucn to any or the there? was took seriously; them you spend and as ended thirty-five you staff endorse to go taking the almost favorable, we an educator? up about 1985 years. into really degrees in of persons meant there education? College the Was Whnat education Education? that talked me sometning. rignt. who person other No. have everything 1950 toward Provost, any it Scrool years. entirely HBi: HB: U. did specifically joining did the seriously. encouraged you I a of reports--Northwest we totally thirty-five nad But not the reputation nationally, favorable, them started you the observations studies. years and of was many So as viewed kind thnose about far accreditation What didn't as as Everything all HB: Now Walquist of was you? influenced dean for while. He Provost, it a me. recommendation the of like. sounds like Leo in 18 large measure took you under PAUL HANSEN #1 nis wing. PH's Yes. Leo HB: And really encouraged potential PH: Yes. HB: As you back over you anytning No. to you I tnink reach tne your give him. degree to now_from done this to go status of the saw you retirement what thnrougn the school. you did those Department Would do? trying of look period, differently? than had and meaning your anything different we liked retrospectively, years done I get could nave be and to back the me you that look would B liked years Educational Studies. HB And for and you trod the educator P I HB: Out as would stint, need As Bl to you Well, the what stay again out of by more part. in approacned from what witn have way those years leadersnip wanted your style to 19 That order. you you're them chnaracterize they you gone of back being an administration. they work would were? little view would do a you," you path administration and willing individual same to tne life an you try of your as to way But and said, that leadership to was a have had that "Paul, and you specific need. how style? allow more we were administrator, an as can you saying, meet do, you everyone to freewnheeling PAUL HB# HANSEN {1 administration. At the problems. letters So tnat that way you their and the people would could support attainment open e nisihtiipisT Department I time be them I kept able in, to up be and try those goals, and guess, and of communication, peslS same with witn to sort good Education departments, Special get involved and sSEion it nie with othner Educational or Education Eidiulcfalthitoinsarl s ol fioriilieixdamipilieN Pisivicintoploictyise say of will DIdENE diulclalt Hitoinialla s Sithiidsle of goals facilitate have foster all Administration? PIEs No, that HB: Pretty Ve's S HB: Did that good, very the fund I Do you don't check in an teacner know into things they--- Emeritus Award. They name my in which I a also set up thought was very complimentary. for that's student PH: own way? any in you nonor awards, nonors, any again, Yes, So their frame? time colleagues your scholarship HB: doing were they iinkNsSon. recall BHE: happened. autonomously mucn during tning BiH never how that, an or freshman entry undergraduate education? it's but working enough starte 20 out money now. was nave to contributed to I'll PAUL HANSEN HB: Bhiatisiareatramina s your {1 contribution. educator here, else and along HB: Is there to reminisce HB: We hope the I I how thnink And you vicariously BEIR BE= real way. tr ibute knowing were at nice: encouraged least you're that by to you you Leo nelping as and an Provost someone Okay. so. anything we or have appreciate else that you personally share? Jjust that and [END got about thank OF 21 TAPE] everything. you kindly. would like