Fairfield University - Manor Yearbook (Fairfield, CT)

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As departmental alterations were occurring, the students met to endorse a phamphlet of seventeen demands, among them reduction of core requirements, student votes on the Curriculum Committee, and student advisors in the Academic Council. Inherent in these demands was the concept of tripartite governance, a con- cept long since in the works, and one which in other areas, was to lead to a student strike in the spring. Meanwhile the Curriculum Committee continued to plot reforms. There was no attempt to get a statement defining a liberal arts education, Dr. Rosivach said. Everyone intuites what it means. The curriculum has to he considered as an on-going process. Our reform is in no sense ideal, hut a first step. To some degree we will play it hy earf' 22 The establishment of five areas of study, implementing a reduction of core requirements and restricting the numher of credits acceptable in a students major, achieves two goals. One is philosophic, explained Dr. Rosivach. Rather than impart the bag and baggage of what a student should have, the experience ofa discipline is hrought into focus. The student can see things through the eye of a scientist or an historian. He added, This is not to say that specific knowledge is eliminated. But the student can now confront a variety of leaming experi- ences. The second point of the reform as stated by Rosivach was, No longer is someone going to say take this and only this. A student can design his general education.

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Tliv Curriculum lfmiiiriittm- ln.ul lvs no imxins finislrcal its work lip thi- i-ml ul' tlu- in-.ir. Still llllk'l.lL'lsll'tlXVK'l'l'5llL'llL'Ullk't'l1l'-.IN vlmu- liaitinn ol' vstiiimtvs .ilitvr tln' lirst svrrivstvi' ul l-rcslun.ui nur. linllillrnvut ul iuliirix-:iii-rits in the' um' mxirly in ilu- llnir sr-.ir pmginiiir. vs- taililislimcirt ul' .1 puliq tmumls .ruilrts. llvxr- liilits' ul' liiml 1-x.uiiiii.itions, .mil in rr-xx ul tlu- tlircv crmlit sf stvm llwr .ill vmiisvs. Acgulviiiiv l'l'llll'lIl sms not .ur isulatml rnmv- mvnt. lts rsh-ru.il r.unilic.itimrs xx 1-rv .is ilu-li als its ro-Q-x.rlii.rtimiultln-1-rliif.rtrmr.rl liiugigiiii at tliv l'iiiu'rsitx. ln .ui .ulrlrvss L-.rlli-il 'l'ln- :Xrt of .Xc.nlviiiir- lllllll'll5llll7-i rlulrx i-ri-il lar l r. Xlulliilvs to ilu- ummm-.itinii ol- ilu-ulty .it tln- stairt ulitln- sr-lmul in-.ir. lu' s.iiil, 'l'liis institu- tion lms In-cn ilu-pls rlix ull-rl .xml lrigim-rntml by thi- vu-nts ultlri- lust sr-lmnl yrxir. In sur-lr QI clinmtv ol' distrust. simplr- mn-ds lu-umm' explosiu-sg rnutiws .irc mslily qin-stimn-clg gl virgin- ll-.ir ul' iiiipi-ruling u.it.rstmplu- lligs in soim' minds .iml lu-.u1s. Ylliilc .iuulviiiiv I1-lhi'iiis wi-rrtlri-:ul tliv im- pvmling stomi. it xx.rs .i xu't-nursv tu thi- strug- gle for trip.u'titism. ln rclcivriu- to tln- Clelllillllls lkir ix-llmrru pn-si-ritcrl lui' tliv sturlcnt lmcly. Dm-.ui ull Stunlvnt Sclwiu-s Xlilligim Scliimpli s.ricl. 'l'lir first all-m.urLl. thi' cs- tnlmlisliim-nt of .1 lmimling triprirtitv is tln- lwy' to thi- rcm.iining sixtu-ii. XYitli thi- sucu-ss Ul'AlL'LlLlUlI1lL' rcliirm. thr- lock was jiniinia-al ln-liirc thi- ki-sr was iimdc. .gk Core Curriculum Required For All Studcntso I. Nlritln-rnaitics 6: Natural 2 2 or l Nlrrtlwrniitiu 1 lngic ll. llistury 61 Sm-i.il sL'll'lll'1 - I 2 2 Ill. Plrilusnplri G 'Ilia-ulugy .Q 2 IY. l'1ll1LllSlIGl llll','xl'lN -S 2 Y, l'.Ul'l'l1llll..lll1Lll.l1l1' 2 nr S lli!1'l'rm-clr.ul1- 1 UllllN'll'lIl x 'numbers ra.-pri-writ courscs