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When it comes to advancing women’s issues on campus, Harvard is certainly not lacking approaches. A quick perusal of campus groups?? websites suggests that while the organizations cater to different subgroups, they share the same ultimate concerns. For the more assertive feminists among us, there’s RUS which is “focused on women’s issues on campus” and “seek(s) to strengthen women’s community and to improve women’s experience.” With an almost identical vision...
...hard to overestimate the importance of the College’s ongoing curricular review. The basics of Harvard undergraduate education will change, affecting the quality and content of the Harvard academic experience for at least a generation. Yet even though the review’s working groups??on pedagogy, general education, concentrations and students’ overall academic experience—have already turned in their preliminary findings to Associate Dean of the College Jeffrey Wolcowitz, who manages the curricular review, the only thing students and faculty uninvolved in the process have seen is a meager four-page...
While the administration has taken in recommendations from students, students have yet to learn enough details about what their recommendations have produced. What, for instance, is contained in the working groups?? raw materials that Wolcowitz is assembling into his final report...
...working groups reported their recommendations to the Steering Committee, a more clandestine body that has no student representatives, the typical reason for the secrecy of the curricular review was that giving out detailed information might quash innovative ideas before they were fully thought out. Yet now that the working groups?? ideas have been turned over to Wolcowitz, and those bodies’ primary function has come to an end, it is essential that any students who want it should have access to what was discussed within working groups??specifically their minutes and the recommendations they submitted...
...have attended one of the deans’ House visits noticed sparse mentions of big changes in the wings. Those directing the curricular review should trust students to realize that whatever administrators release is a work in progress. That is, after all, the point of releasing the working groups?? recommendations to the student body: to facilitate a fuller and more open debate about proposed changes. While Gross’s and Wolcowitz’s attempts to garner student input are appreciated, their model is flawed—if they are to elicit the widespread student opinions they...