Word: tutoring
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Dates: during 1940-1949
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Matthew D. R. Riddell, Urbana, III., as Assistant in Sanitary Engineering, candidate for S.B. Harvard '40; John F. Callahan, now Instructor in the Classics and in Philosophy at Loyola University, Chicago, as Visiting Instructor in Greek and Latin, and Tutor; and William W. Minton '39, of Middletown, O., as Teaching Fellow in the Classics, and Tutor...
...general, the report urged that Departments place more emphasis on the tutorial work of Faculty members. Although the Committee did not come out flatly in favor of making excellence as a tutor the main qualification of promotion to a Faculty instructorship and permanent tenure, it recommended that "the proposal be given serious consideration...
...first bits of Harvard lore a Freshman picks up is that "tutors are so busy writing books they don't have any time to tutor." But one group of tutors, members of the Cambridge Union of University Teachers, have taken their noses out of their monographs and shirked their tutorial conferences long enough to make a thorough analysis of Harvard's unique tutorial system. Complete and well-documented like most Teachers' Union reports, this one steers clear of the polemics on tenure and academic freedom with which the Union has become unfavorably associated in the minds of Faculty conservatives...
...Student Council, the time has come for a through overhauling of the tutorial system. "The problem of tenure, the pressure to make young men publish, and the feeling that the Administration is doubtful of the value of tutorial-as witnessed by the effort to reduce the amount of tutoring through Plan B-are weakening the tutorial system," the report concludes. On a more concrete plane, the Union finds that tutorial today is often carried on by inexperienced men working under haphazardly diverse conditions. And little attempt is made to coordinate the work of individual tutors, who tend to function...
These steps are essential if tutorial is to be effective. But they are essential if tutorial is to be effective. But they raise the question of what is to be done with a man who has spent ten years learning to be a good Harvard tutor, but for whom there is no permanent berth on the Faculty roster. Tutorial ability is not a saleable commodity outside of Cambridge; other universities are apt to be wary of a man whose teaching experience has been confined to his study or a room in Holyoke House. Yet Harvard must find...