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...point was to offer students a safe environment to practice networking with alumni who really do want to help them learn,” said OCS Associate Director Susan M. Vacca...
...student should be allowed to pursue two fields even if they do not form a unified thesis. The point of education is to learn, not just to write a thesis. The Freshman Dean’s Office tells first-year students that “your choice of concentration should be based on your intellectual interests.” What, then, are students to do when their intellectual interests combine two disparate fields, such as art history and engineering sciences? Yes, these students can pursue a secondary field. But their desire to pursue more than six courses should be recognized...
When students learn for learning’s sake through a dual major, they find support from Aristotle. The famed Greek philosopher notes that as long as education is meant to further our ability to “act with understanding,” students should pursue it. That means majors, double majors, and nearly every other type of academic classification should be treated as equally worthwhile...
What should Harvard administrators learn from this long-dead thinker? College policies should allow students to be students: to study without rigid barriers to concentration choice. Even for those who happen to like art history and engineering sciences, the College’s attitude should not begin with the assumption that the unusual is aberrant...
...lamenting the fact that Clay’s name doesn’t draw a crowd. If anything, I was pleasantly surprised to learn that the “World’s Greatest Athlete” would have time to chat the day before the meet. And as I quickly learned, Clay is much more than even that title suggests...