News
Garber Announces Advisory Committee for Harvard Law School Dean Search
News
First Harvard Prize Book in Kosovo Established by Harvard Alumni
News
Ryan Murdock ’25 Remembered as Dedicated Advocate and Caring Friend
News
Harvard Faculty Appeal Temporary Suspensions From Widener Library
News
Man Who Managed Clients for High-End Cambridge Brothel Network Pleads Guilty
A tutorial is a tutorial is a tutorial. But what is the ideal tutorial? Obviously an individualized, intimate meeting between a senior faculty member and student, Glen W. Bowersock '57, associate dean of the Faculty on undergraduate education, stated in the introduction to his report on proposed tutorial reforms.
Not so obvious, Faculty Council members countered this week when they began to review Bowersock's recommended changes in tutorial legislation, which proposes increased faculty participation in tutorials.
Council members argued that often the group tutorial is, in fact, a preferable format to the "one-to-one, faculty-student ratio" which Bowersock's report cited as the 'ideal goal" of his reforms. In particular, council members objected to the report's implication that group tutorials only rate "second-best."
The council requested on Wednesday that Bowersock revise his goals to take into account the value of group tutorials under certain circumstances.
Elizabeth McKinsey, head tutor of the English Department, agreed with the council's defense of group tutorials yesterday, and pointed out that sophomore tutorials are most valuable when several students participate. Sophomore tutorials serve as an introduction for students to basic concepts in their concentration, she said. It is not until the junior year, as students begin to narrow their academic vision to more particular aspects of their study, that an individual tutorial becomes desirable, she added.
McKinsey also observed that holding group tutorials is one way for fellow concentrators to become acquainted, and even more important, to learn from each other. "The sophomore tutorial is the base on which you can build your intellectual camaraderie for the rest of your academic career," she added.
Victor P. Filippini '80, a former member of the Committee on Undergraduate Education (CUE) who assisted in drawing up the legislation, noted that the whole dispute is probably academic, because limited faculty resources prevent the ideal goal from ever becoming reality.
Nevertheless, Bowersock has agreed to revise the report's introduction, and the council should pass the reforms next week.
Want to keep up with breaking news? Subscribe to our email newsletter.