Chapter Twelve: 1994–1995 193
basketball history: second in scoring, fifth
in assists and steals. Childress received the
1995 Arnold Palmer Award at the Academic
Excellence Banquet. He had arrived at Wake
Forest in fall 1990 from Clinton, Maryland,
as one sixth of Odom’s first recruiting class,
which included Rodney Rogers, Trelonnie
Owens, Marc Blucas, Stan King, and Robert
Doggett.
As a by-product of the success of the
men’s basketball team, there was a virtual
flood of fans buying T-shirts, sweatshirts,
hats, shorts, and bumper stickers. Accord-
ing to David Dyer, Acting Director of the
Deacon Shop, more than 50,000 people
visited the week after the Deacons won
the championship. To accommodate the
crowds, bookstore employees were enlisted
to help out.
The Plan for the Class of 2000, targeting students entering in 1996, was a long
time in the making and went through many revisions. In early 1993, a sixteen-mem-
ber Program Planning Committee was appointed. This task force of faculty, students,
and administrators was charged with charting the University’s academic course
through the year 2002. It gathered information and opinions from a consulting panel
of administrators and students and from 200 faculty questionnaires, an all-day fac-
ulty retreat, eighty-two hearings, several open forums, two visits to other universities,
and special sessions with a host of key University bodies and constituents. It also
sought reaction to 500 copies of a white paper and a thousand copies of an interim
report issued in January 1994.
The plan was multidimensional, but the most exciting and highly publicized
aspect was providing students with IBM laptop computers and extending Internet
access into every classroom and residence hall room. The final report, released in Jan-
uary 1995, made thirty-six recommendations, of which two—the computer proposal
and a proposal to offer interdisciplinary first-year seminars—generated the most
debate and ultimately the most publicity. Overall, four concepts were emphasized:
personalizing the professor-student relationship;
helping students form their aspirations and intellectual habits in their critical
first year through an improved campus intellectual climate, small classes, and
mentoring opportunities;
strengthening existing programs instead of establishing new ones; and
aggressively pursuing new resources to enable Wake Forest to remain com-
petitive with the nation’s best liberal arts programs.
The plan was funded by $1 million in annual administrative savings, a one-time
transfer of $19.2 million in funds functioning as endowment for front-end capital
Randolph Childress
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