Faculty_1964-71_121

- 2 - The following are examples of issues which may deserve attention: 1) Are we making the best use of the E.LoI. and the freshman year in helping our students' make the transition from a variety of secondary schools into the life of the University? Can we increase our effectiveness in instilling institutional traditions and personal academic habits during this period? Are additional teaching techniques needed? Could EoL.I. language teaching processes be used to teach supplementary subject matter as well as language? 2) Can we increase the effectiveness of our leadership training and experience for undergraduate students? 3) Are we vitiating the effectiveness of our English language training through the extensive use of spoken French and Arabic on campus? 4) Are we giving adequate attention to special needs of students, in particular are we adequately stimulating our ablest students? Do we need some form of honors program or is the need met by our small classes in the junior and senior years and at the graduate level? 5) Is the perennial problem of cheating now excessive? Can we create stronger traditions against it? Should we devise techniques making it more difficult? 6) Are communications between students and staff adequate? Should, for example, specific student/staff mechanisms be set up to discuss teachina techniques, academic curricula, University rules, etc. Are individual students adequately in communication with their faculty members? 7) Given the diverse backgrounds of our teaching staff, should more formal steps be taken to discuss and exchange teaching techniques? 8) Is our avowed intention to press research working out in practice, particularly in the Social Sciences and the Humanities? Are there new techniques to be considered? 9) What should be the future direction of our Arabic Studies program given the lack of undergraduate enrollment? 10) Is our faculty development, which fundamentally shapes the future of the institution, proceeding effectively? 11) Are we making the best use of our teaching staff, in particular do we have an appropriate balance in staff time invested in introductory and in advanced courses? 12) Have we struck the right balance in emphasis between graduate and .undergraduate programs and facilities?