Spring Break
Editorial: An in-depth look at the proposed diversity iniatives at Brandeis
by The Justice Editorial Board
Forum | 2/3/04
Posted online at 2:40 AM EST on 2/3/04
Editors' note: This is the first in a series of three editorials, each of which deals with a specific aspect of the issue of diversity at Brandeis following last semester's "Dusty Baker incident" in the pages of our newspaper.
This editorial examines the curriculum initiatives proposed by Provost Marty Krauss. Next week's will examine how campus organizations and community members are held accountable following controversial events on campus. The third editorial will discuss a refocusing of the concept of diversity and its definitions that are, for better or worse, either stressed or misunderstood. We invite and encourage community members to respond to these editorials or to contribute to the discussion of diversity by submitting letters to our forum section. E-mail justforum@courier.brandeis.edu.
Last Thursday, Marty Krauss, the provost and senior vice president for academic affairs, sent out a lengthy e-mail to the community addressing potential academic initiatives discussed by the Administration to deal with the contentious issue of diversity.
The e-mail was ambitious and inspired, but it was also vague and inconclusive. The Administration felt it necessary to take an academic stance on diversity in light of the overwhelming sentiment that Brandeis lacks diversity. Action is necessary, but perhaps the issues should be further discussed and examined before significant changes are implemented.
While recognizing the demand of students for academic offerings is appropriate and even necessary at a liberal arts university, it must be noted that many large, established departments currently struggle to offer enough courses to meet demand. Departments such as Politics, Comparative Literature and Economics have a severe shortage of offered classes which, in conjunction with limited enrollments, makes it difficult for many students in these majors to fulfill their academic desires.
Additionally, a lack of classes has created an environment in which courses that should be offered in a seminar setting have become lectures, limiting the possibility of valuable in-class discussions.
This editorial examines the curriculum initiatives proposed by Provost Marty Krauss. Next week's will examine how campus organizations and community members are held accountable following controversial events on campus. The third editorial will discuss a refocusing of the concept of diversity and its definitions that are, for better or worse, either stressed or misunderstood. We invite and encourage community members to respond to these editorials or to contribute to the discussion of diversity by submitting letters to our forum section. E-mail justforum@courier.brandeis.edu.
Last Thursday, Marty Krauss, the provost and senior vice president for academic affairs, sent out a lengthy e-mail to the community addressing potential academic initiatives discussed by the Administration to deal with the contentious issue of diversity.
The e-mail was ambitious and inspired, but it was also vague and inconclusive. The Administration felt it necessary to take an academic stance on diversity in light of the overwhelming sentiment that Brandeis lacks diversity. Action is necessary, but perhaps the issues should be further discussed and examined before significant changes are implemented.
While recognizing the demand of students for academic offerings is appropriate and even necessary at a liberal arts university, it must be noted that many large, established departments currently struggle to offer enough courses to meet demand. Departments such as Politics, Comparative Literature and Economics have a severe shortage of offered classes which, in conjunction with limited enrollments, makes it difficult for many students in these majors to fulfill their academic desires.
Additionally, a lack of classes has created an environment in which courses that should be offered in a seminar setting have become lectures, limiting the possibility of valuable in-class discussions.
