Word: student
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Dates: during 1960-1969
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...learning and scholarship has recently come under sharp attack. Radical crates reject the very notion of disinterested teaching and learning, describe universities such as Harvard as compliant instruments of a corrupt society, and seek to transform the university into a revolutionary spearhead for achieving a just social order. Other student critics, who do not share these assumptions, nevertheless feel themselves alienated by the academic culture dominant in the Faculty. reject much of the university curriculum as irrelevant to their interests, see the governing arrangements of the university as characterized by authoritarianism, and press for a restructuring of the university...
...with the university as an institution. The case for vesting faculties with the final responsibility for appointments, curriculum, and degree requirements rests on their professional qualifications and on the fact that they must live with their decisions over many student generations, rather than over a short time span. To emphasize this is not to derogate the abilities or the perspicacity of students, nor is it to reject the need for a student advisory input on the curriculum and related matters through new or improved channels. But faculty and students are not equals in training, knowledge, and experience. To ignore greater...
Having stated our view that the Faculty cannot abdicate its responsibilities in the academic realm without doing serious harm to the educational cause, we would also emphasize that there are aspects of university life where students should have larger responsibilities. In the area of social rules, student organization, and extracurricular activities, matters of primary concern to students. the student voice should be strengthened; students should enjoy as much autonomy as possible in regulating their affairs outside the classroom. Some of our problems undoubtedly come from not having recognized this earlier. Students as well as faculty share a proper concern with...
...recognize above all that students have an entirely legitimate interest in the quality of their education; their suggestions on how to improve it deserve the most thoughtful consideration by the Faculty. We believe that the Faculty should welcome student assessments of teaching and courses, encourage student initiative in suggesting ways of enriching their educational experience. respond to students when they have grievances, take corrective action when that is indicated, and provide explanations when student suggestions are not found to be feasible. We are persuaded that present arrangements for exchanges of ideas between students and faculty on matters of common educational...
...organization. We have been made aware of a variety of proposals designed to lighten the Dean's burdens. Some, such as those advanced by the Dunlop Committee, would provide him with more functional assistance, to deal with such subjects as budgets, personnel, the curriculum, fund-raising, governmental relations, student affairs, and the like. Others, including one emanating from a member of our Committee, would provide three area Deans (or Associate Deans) for the Humanities, the Social Sciences, and the Natural Sciences, who would serve perhaps on a part-time basis as academic deputies of the Dean of the Faculty within...