Report of the Task
Force
on the Relationship between Graduate Education and the Undergraduate
Curriculum
Section 3
Jim May on a more "intentional and structured"
course of study
"It would mean a more structured sequence of courses,
including survey courses and courses in the major authors. These
courses would have to be offered on a REGULAR basis by the faculy. It
would include a few general courses in history, art and archaeology,
humanities, perhaps literary theory. Seminars would be generally on
mainline subjects. They might include the integrated seminar idea that
Mark Williams suggested. There would be little room for electives in
the first few years; most students would follow a relatively regimented
course. If this were done properly, perhaps less emphasis could be
place on some qualifying exams. Electives and classical sub-fields
could be pursued in the later years. Competency in reading the languages
would remain one of the highest priorities, and regularly offered
remedial reading courses would need to be given and required of some
students during the summer. Parallel to this program would be a program,
staffed by the department's best teachers, for mentoring teaching. This
should be required, even for those who were not currently teaching
(these people can still benefit from discussion and mock teaching
situations). It should meet on a regular basis. Discussion of
curricula, course design, observation, mock teaching, and videotaping
should be a part of this program. An agreed upon number of semesters
of participation can be stipulated for each student."