Word: students
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Dates: during 1960-1969
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...Joint Student-Faculty Committees at the Faculty Level
...FRAMING our recommendations we have been particularly conscious of the need to improve the flow of communication and consultation between faculty and students at every level. In some respects Harvard College has been fortunate. The House Plan and the tutorial system provide an infrastructure which makes for relatively easy informal relationships between students and junior teaching staff. But, helpful as these ad hoc contacts have been, we believe that they need to be supplemented by arrangements which will bring students into a closer relationship with the more formal decision-making machinery of the Faculty. We think that such a result...
Before proceeding to our specific recommendations, we should perhaps refer again to the general principles which have guided our thinking about the role of students in the governance of the Faculty. As we pointed out earlier, while we believe that the ultimate responsibility for appointments, degree requirements, and the curriculum must lie with the Faculty, we also think that students have a very important role to play in shaping their social and intellectual lives and the interrelations between them. We believe the Faculty should welcome and encourage student suggestions of ways to enrich their educational experience. We think it essential...
...turn next to our proposals for student-faculty organization at the Faculty level. Our first recommendation is that three joint student-faculty committees be created, the first to deal with undergraduate education, the second with graduate education, and the third, which we view as a successor to SFAC, to be concerned with students and community relations. We contemplate equal student and faculty membership in the first two committees and a larger ratio of student membership in the third committee. Members of the Faculty Council would serve on each committee in order to provide a link with that central body. Each...
...consider and to initiate studies and proposals to improve the quality of education in Harvard College. Thus, for example, it might concern itself with the operations of the tutorial system, freshman seminars, general education, the grading system, pass-fail, independent study, and other experiments in education for students in Harvard College. While not focusing on specific departmental requirements, this committee would undertake to improve departmental channels of communication between undergraduates and faculty. It would also serve as an advisory body to the Dean of the College and the Dean of Freshmen in connection with the educational functions of the College...