Word: curriculum
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Dates: during 1950-1959
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...important supports and leaders toward intellectual interests and attainments." Yet as significant as the accompanying recommendation was, it was one of the few in the report that was not entirely followed. The fraternities were instead reformed. The main concern of both committees, however, the development of Amherst's "New Curriculum," has now been in operation for six years...
...Amherst alumni and faculty that its survey of post-war education slightly preceded Harvard's celebrated and supposedly original "Report on General Education." Remarkable point about the Amherst program is the number of its observations and recommendations that later appeared incorporated in Harvard's report. The "new curriculum" went into effect with the class entering in the fall of 1947, and now serves as the basis of Amherst's realistic approach to education...
...program is in general more drastic than General Education. Like Gen Ed, it centers on the first two years and organizes the curriculum into three basic divisions: the mathematical, physical and biological sciences; history and the social sciences; and literature and the fine arts. But unlike Harvard it does not permit a wide range of choice within each of the divisions. Every Lord Jeff freshman and sophomore with few exceptions must take exactly thhe same courses as all his classmates. Only one completely free elective is permitted before majoring begins in the junior year...
...Amherst does not have all great men, it has some of them, and many good men. One of the "greats," Professor Packard, teaches the only remaining lecture course ("European Civilization") in the freshman-sophomore curriculum. Most of the good men--including professors--prefer to take one of the small sections in the basic course pertaining to their field. For at Amherst the method of teaching is that of intimate student-teacher contact through small always under 25 classes. In English J-2, for instance, every associate professor in the English department must teach a section. Although Amherst might not have...
Besides these difficulties, Bard suffers from an unduly large faculty turnover, especially since many of its professors devote a goodly proportion of their time to professional work outside the field of teaching. Because of the effort required to teach a curriculum composed entirely of seminars, teachers find themselves hard-pressed. "To teach at Bard, one must be either a terrific idealist or a fanatic," mused Ruth Gillard, acting Dean and professor of Sociology. Yet, in spite of the difficulties in maintaining an adequate faculty, Bard offers a rather effective type of education...