Word: forded
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Dates: during 1960-1969
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...case, the two men are in constant and relaxed communication and act as a unit. With such a relationship, Pusey has allowed Ford to formulate and execute long-range educational policy...
Careful scrutiny of these recommendations is an important way in which the Dean directly affects the calibre of the Faculty. Ford generally remains in the background at the ad hoc committee meetings, but he appoints the committee in the first place and therefore wields considerable influence. He must assure that there is an independent judgment not colored by departmental politics, professional jealously, or ideological differences...
...reviewing appointments, Ford must also bear the responsibility of balancing research with teaching. Faculty men have a predilection, as scholars, for research. Only a man who sympathized with this orientation could lead them. Ford's own books demonstrate a patience for technical and archival research; he has absorbed a mass of seventeenth and eighteenth century documents from Strasbourg. Paris, and Vienna in several dialects. Yet Ford, unlike other Faculty members, will not admit that scholarship is the only real criterion on which permanent appointments are based. He points out that ad hoc committees have rejected several departmental recommendations...
There is no reason to belive that Ford is insincere in his insistence that teaching capacity is an important consideration. It was his idea to establish a committee to apply technology to teaching. He has promoted the use of audio-visual aids, including language tapes and visualized computer techniques, both in and outside the classroom. Visual arts courses, expository writing, composition emphasis in some music programs, and experimental General Education courses have all attracted his interest...
Changes of this nature--coupled with the increase in informal instruction through Independent studies, seminars and fourth-course pass-failing programs--might seem to indicate the Ford has radically new ides on College teaching methods. He is basically, however, a traditionalist. He believes in the value of systematic, highly organized instruction and the lecture system. Ford once described his idea of Harvard development as a process of "doing more of some things without doing less of others." This philosophy seeks to take into account a diverse student body, and it also applies to course offerings, fields of concentration, Faculty chairs...