There are and will continue to be tensions in the ways we implement this matrix of ethical values. At different times in the career of a long-term faculty member, the balance of contributions in teaching, research and service may change. In some schools or fields appointments may be made with prior agreement that teaching and service, as traditionally understood, may claim limited amounts of the time and effort of a new faculty hire, a department, or a discipline. As an institution, and as schools and departments, however, this balance of excellence in teaching, learning, research and service serves as a defining matrix of values, if we are faithful to our mission. With our undergraduates we struggle to maintain a balance between preprofessional specialization, on the one hand, and explorative experiences of integrative study, service and learning, on the other.
Undergraduates come with varying degrees of clarity about what they want to pursue.
Some may come with firmly fixed professional goals, based upon personal choice or familial encouragement. Others come with an openness to test and try various directions. Students must determine what is inviting and interesting, and what is worthy, valuable and important to them. These choices also involve testing and discovering personal gifts and abilities. Different parts of the University face these challenges to the balance of our ethical commitments in different ways.