UNIVERSITY OF WISCONSIN-MADISON ARCHIVES
ORAL HISTORY PROJECT

Interview #535
LAINES, MARIAN J.

LAINES, Marian J. (1936-2000)
Assistant Residence Life Director, University Housing
At UW: 1966-1999

Interviewed: 1999	
Series: Chadbourne Residential College
Interviewer: Barry Teicher
Length: 1 hour, 57 minutes

Development of Bradley Learning Community (BLC); Michael Hinden and Integrated Liberal Studies (ILS);  BLC and the Experimental College; ILS courses at BLC;  Residence Life Coordinator; Origins of Chadbourne Residential College (CRC);  Future of CRC; Concluding remarks.

First Interview Session (September 8, 1999): Tape 1

Tape 1/Side 1

00:00:25	ML outlines the development of the Bradley Learning Community (BLC).  The organizers of BLC decided that one of the key components would be faculty participation.

00:06:38	She calls the involvement of Michael Hinden, chair of Integrated Liberal Studies (ILS), crucial to the ultimate success of the project.  The organizational planning for BLC lasted more than two years.  ML describes the remodeling of the building and recruitment campaign prior to its opening.

00:17:29	ML describes some of the difficulties in building a sense of community.  She outlines the activities of BLC and explains student governance.  During the second semester of the first year, the students convened the BLC Senate.  ML states that the BLC residents returned to live in University housing at a higher rate than other first year residents.
  
00:23:08	One challenge facing BLC is that because it is a first year student only hall, it must reinvent itself every year.  In its second year, seven students were invited back to live in BLC and mentor the new students.

00:26:34	ML compares BLC with the Experimental College.

00:28:19	She describes the problem of involving the faculty in BLC.  One technique was to hold a special one-credit ILS course called “The Learning Journal”.

00:30:52	End of side.

Tape 1/Side 2

00:30:53	ML evaluates participation levels and effectiveness in the ILS course “The Learning Journal”.  She describes staff efforts to improve the program.  The faculty added special sections to certain ILS courses just for BLC residents.

00:34:37	ML describes how the Experimental College alumni held an annual reunion to coincide with the opening of BLC.  Unlike the Experimental College, BLC is on the whole apolitical.

00:36:08	She explains the organization of full-time staff at BLC, especially the Residence Life Coordinator.  Calvin Bergman has held the position since the beginning of BLC.  ML outlines her own relationship with BLC.  She explains the functions of the BLC Steering Committee.

00:39:47	ML discusses some of the problems that occurred during the first two years.  She evaluates the role of the Housing Division director in BLC.

00:40:38	BLC received little active support from the higher levels of UW administration.  ML speculates on the future of the BLC.

00:46:56	End of side.  End of tape.

Second Interview Session (September 9, 1999): Tapes 2-3

Tape 2/Side 1

00:00:25	ML describes “Critical Thinking and Expression”, an ILS course adapted for BLC residents.  She discusses the level of support from the UW administration.  ML addresses some of the tension that existed between academic staff and faculty.

00:07:25	ML outlines the origins of Chadbourne Residential College (CRC).  William Cronon approached Housing with the idea of CRC.  She talks about the development of the program, including the reasons Chadbourne Hall was chosen as the site for the residential college.

00:15:18	She notes that the experience of BLC helped the development of CRC.  ML describes some of the original goals of CRC.  The recruitment of students of color was one of the program’s top priorities.  ML identifies some of the individuals and organizations that participated in CRC planning.

00:21:13	ML describes some of the ideas suggested for the grand opening of CRC.  She outlines some of the plans to encourage faculty involvement.

00:23:30	She discusses the formation of interest groups and student government at CRC.

00:30:09	End of side.

Tape 2/Side 2

00:31:35	ML discusses a national conference on residential colleges that she attended in 1995.  She talks about the physical beginnings of CRC, including building remodeling.

00:33:34	ML explains some of the support UW administrators provided CRC.  For example, CRC has its own academic advisor.

00:35:47	She describes some of the CRC recruitment efforts.  ML explains how Residence Hall room assignments are made.  The efforts to recruit minority students were disappointing.

00:39:50	ML outlines the role academics played in the development of CRC.

00:42:45	The opening of CRC complicated the relationship between Chadbourne and Barnard Hall.

00:46:20	ML describes the organization of the Housing staff at CRC.  She talks about some CRC activities.  The number of house fellows was not increased at Chadbourne.

00:51:54	ML describes the first few days and the opening convocation of CRC and recounts some of the events of the first week.

00:59:56	ML speculates on the future of CRC without Cronon.

01:02:31	End of side.  End of tape.

Tape 3/Side 1

01:02:38	ML describes the CRC Advisory Council.  She continues to address the future of CRC.

01:05:40	ML notes that projects like BLC and CRC were the most challenging and enjoyable of her career.  ML concludes with some thoughts regarding the book on the history of UW housing.

01:10:10	End of side.  End of tape.
END