| GLOBE EDITORIAL
A rethinking at Harvard April 28, 2004 HARVARD IS studying itself, plotting a major academic overhaul. This may bring nostalgic tears to alumni eyes, but it promises to be a bold step forward. The proposals are in a report mostly written by Jeffrey Wolcowitz, associate dean for undergraduate education. A key step is to replace rigid requirements with more flexibility and choice in classes. The report calls for exchanging the core curriculum with "Harvard College Courses," a new general education requirement. The challenge here is to continue the tradition of building students' common knowledge while updating courses with innovative content and technology. This could give Harvard students freedom that is more commonly associated with schools such as Brown University. Another recommendation echoes the strength of schools such as Tufts and Georgetown, calling for more study abroad, a welcome change from the dusty view that students were best served inside campus walls. Echoing Harvard's president, Lawrence Summers, the report encourages a culture shift to increase student/faculty contact, making "such encounters unavoidable." This could revitalize the campus, pulling students into the heat of academic pursuits and boosting their personal link to the school. Another recommendation is to promote scientific literacy so students develop a confident, news-you-can-use curiosity about journals like Science and Nature. The report suggests expanding the expository writing program so it would teach students to build their speaking and presentation skills. One example is the University of Iowa's rhetoric department, which integrates critical reading, writing, research, and speaking into a yearlong freshman course. Particularly appealing is a compressed January term that might feature a mix of classes, trips, fieldwork, and "curricular innovation in the arts." The overarching goal is to give students breath and depth through more multidisciplinary methods that let them draw on the college and Harvard's graduate schools. With great change comes great responsibility. In a new system, undergraduates would still need to be rigorously grounded in critical thinking and content. Similarly, study abroad could cover contemporary issues but should be rooted in rich academic soil. Faculty would need enough time and resources to build stronger bonds with undergraduates and meet the new demands of the January term. The next step is a comment period, further development, then crafting legislation that would be put to a faculty vote. If it successfully reinvents itself, Harvard could transform the college landscape by offering big university resources with the academic intimacy of a small college. © Copyright 2004 The New York Times Company |
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