Word: curriculums
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Dates: during 2000-2009
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...apathy. Unsurprisingly, the Curricular Review largely fell flat. Instead of crafting a meaningful statement on what it means to be educated in today’s world, professors only seemed to care that their parochial corner of academia be included, leaving Harvard with an uninspired retread of the Core Curriculum. It will be up to Smith and Wolfson Professor of Jewish Studies Jay M. Harris, who will lead the General Education committee which is to implement the Review’s findings, to breathe life and coherence into the new curriculum.Furthermore, the Faculty repeatedly balked at making teaching evaluations mandatory...
...system of general education, which revamps the Core with an increased focus on contemporary issues, passed the Faculty last month. Yet the road to where we are today has left Harvard and the Faculty deeply scarred and has exposed serious flaws within FAS that threaten to undermine the new curriculum just as they did the soon-to-be-defunct Core...
...road to this requirement was astoundingly rocky, characterized by internal politics and turf wars rather than a communal quest for the best curriculum. Discussions were put on hold for months at a time during the winters of 2005 and 2006, while the Faculty lambasted Summers and his leadership style. When the review—and in particular its centerpiece, the General Education requirement—was on the agenda, discussion was characterized both in committee and among the full Faculty by a striking inability to work together and agree on any meaningful proposals...
...enthusiasm evidenced by Curricular Review votes that barely reached a Faculty quorum, and professors’ certitude and inability to cooperate, must give way to a newly concerted communal effort. That did not happen in the past four years, but it needs to start happening if the new curriculum is to work for professors—and most importantly, for students...
...challenges in the months and years ahead, such as realizing Allston’s potential for scientific and other goals, determining the proper relationship with junior faculty, balancing the roles of individuals, centers, and departments, negotiating the inclusion of interdisciplinary studies and the various schools in research and the curriculum, and rendering decision making more transparent...