Word: inputs
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Where, then, does the problem lie? The problem lies with the structure of student input here. Too few student representatives, with limited resources, have been granted the right to sit on standing committees that have limited power. The Committee on Undergraduate Education has the "power" to recommend changes to the Faculty Council, which can simply reject those recommendations with no further recourse...
Recent examples of these events have exemplified this split between supposed input and actual effect. The student caucus of the Committee on Houses and Undergraduate Life (CHUL), for example, last month recommended a proclamation of support for the cause behind and work done by the Constitutional Convention, a proclamation that could have been just the impetus needed to ensure the success of the Convention's efforts...
...core curriculum has been another area where faculty/administration control has squelched student input. Last year, the Educational Resources Group published what Francis M. Pipkin, Baird Professor of Science and former associate dean of the Faculty, described as a "well thought out and coherent response to the report of the Task Force on the Core Curriculum." The response made some very valid objections to the task force's proposal...
...decided that more work was needed on the proposal. Perhaps, it seemed, students were finally being given input. However, when the new committee was set up to work on a new proposal, there was no provision for student input. Why, if students had shown themselves capable of raising valid points, were they left...
This year, when the new proposal was released, ERG and CUE again made valid objections, many of which are described below. Once again, however, student attempts at input seem to be to no avail...