Word: curriculum
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Dates: during 1950-1959
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Three fundamental revolutions in the curriculum, one introduced by President Eliot, one by President Lowell and one by President Conant, have been completed in a scant 80 years. First the elective system, then concentration and distribution, and finally General Education, made a Harvard education in 1953 far more different from 1873 than 1873 was from...
...College of the University of Chicago, Dean F. Champion Ward trotted out statistics to prove that Robert Maynard Hutchins' ten-year-old "Great Books" curriculum is a success. Students who have set their own pace through a Hutchins-type education, said Dean Ward, excel in almost every field. In nationwide graduate-record exams, 99% of the Chicago scholars placed in the upper third of the group. In the biological sciences, arts, vocabulary and social studies, 98% got better-than-median grades. Some 86% were above the median in physical sciences, literature, general mathematics and effective expression...
Gropius' resignation was not the only blow to the school's morale. Hudnut retired officially last spring, and President Conant has delayed choosing a successor. Today students and faculty wait uneasily, unsure of who the new head will be and how he will reorganize the curriculum. Besides this, there is a deficit of about $10,000 a year for the school to erase. It has necessitated many one-year appointments, and a corresponding number of insecure instructors. Some on tenure spend little time teaching, concentrating on private practice, while the rest bear heavy teaching loads with inadequate salaries...
Littauer's curriculum is too delicately adjusted to the inexperienced to fully reconstruct the old, professional days. But the school can still use some old hands in government. Although there are a few of them in the School's agriculture and foreign service programs, their work is too specialized to serve the purpose of the old Littauer Fellowships...
...course, then, is needed. It would not be compulsory, since there are bound to be some with an adequate background, and others with a positive contempt for these topics. We suggest an upper-group Natural Sciences course with course credit but not distribution credit. The exact curriculum is better left to the doctors assigned to teach it. They can draw on many successful prototypes in other schools. The course should start soon, for there is as much need for sex hygiene and marriage counseling as for any other area of knowledge...