Newspaper Page Text
This special report for the Spotlight is a summary of the points that students and College
administrators discussed at the Town Meeting on December 2, 1991. At the November Spelman
Student Government Association meeting r students raised a number of questions about issues
pertaining to the curriculum. After that meeting, Katrina Myers, president of the S.S.G.A., submitted
a list of the questions to Dr. Pauline Drake, the Academic Dean, and asked her to respond. They
agreed that the best way of responding would be to hold a special town meeting about the curriculum
and other academic matters.
President Dr. Johnetta B. Cole called the meeting to order. These members of the administrative
staff wre present to contribute to the discussion: Ruth Simmons, Provost; Pauline Drake, Academic
Dean; Cynthia Spence, Assistant Dean, Academic Affairs; Lula Roberts, Interim Assistant Dean,
Academic Affairs; Carla Robinson, Director, Honors Program; Dr. Fred Buddy, Registrar; Dr. Freddye
Hill, Vice President for Student affairs and Dean; Patrice Prince, Special Assistant to the VP for
Student Affairs and Resident Director.
A number of students had asked about the four-credit system. Therefore, the discussion began with
several questions pertaining to this topic.
Q. What was the reason for the changes in the curriculum that went into effect in 1990-91?
A. A Curriculum is not static. It is flexible and is, therefore, responsive to changes and trends that may occur in a number
of areas, including the student body, our society, and the world at large. The curriculum must also keep pace with the
expansion of knowledge and technological advancements. These changes influence our curriculum and our educational
priorities. Our current courses and programs reflect a greater emphasis on the African American cultural heritage, on
international perspectives, on learning how to learn, and on science literacy for non-science majors, to name just a few areas.
Faculty and administrators are committed to preparing students for further education and for work. Our concerns about
preparing students well for graduate and professional schools led to a review of the majors and, in several instances, a revision
in the number and content of required courses.
Q. Why did Spelman switch from a majority of three-credit to a majority of four-credit courses?
A. There were two primary reasons for the change: (1) the need to reduce faculty teaching loads and (2) the need to
reduce student course loads.
Spelman is ranked among the top institutions in the region and in the nation; however, until recently Spelman ranked near the
bottom in one area. Until the 1990-91 academi year, our faculty routinely taught four courses per semester. Such a heavy
teaching load is unusual, if not unheard of, in many of the institutions that we consider our peers in terms of the quality of
the education we provide.
Heavy teaching loads reduce opportunities for out of class contact between teachers and students, are an impediment to teachers
assigning and grading written work, and severely limit the time that faculty may devote to scholarship which will benefit their
students and enhance their own professional development. The current teaching load of three courses is one way of lightening
the burden for faculty and enabling them to do a more effective job by teaching fewer courses.
Faculty and administrators were also concerned about student course loads. Under the three-credit system, we found that most
students were taking the maximum of six courses - and about one-fifth were registering for overloads; however, faculty reported
that students were not engaged in the level of intensive, in-depth study that should characterize higher learning. Under the
four-credit system, most students are taking a maximum of four intensive, academic courses. In addition, some students may
enroll in a one-credit or two-credit course in physical education, dance or music.
Q. Which students are following the four-credit system?
A. Students who entered in the fall of 1990 and afterward are affected. This includes freshmen, sophomores, transfer and
readmitted students.
Q. Must a student take an overload to complete her educatipn in four years (five years for dual degree Majors)?
A. Taking an overload or going to summer school does not seem to be necessary for all students, certainly not for students
majoring in the fine arts, humanities, and social science disciplines which require a number of cognate courses. The situation
may be different. Students who do not stay on track, i.e., students who withdraw from courses or change their majors, may
find that they will not be able to graduate "on time" by takiig only 16 credits per semester. The same may be true for
students who must take developmental courses or start with the elementary level of a foreign language. Students who are
concerned that they may not graduate "on time" for the reasons listed above should consider attending summer school.
Q. How can a student determine how to schedule her courses in order to meet all the major, core and divisional requirements
within a certain time period?
A. All department chairpersons and faculty advisors have a handbook, entiled Suggested Course Sequences, to which they
and the students they advise may refer in order to get a better understanding of what is required to progress through a given
major in four years (five years, for the dual degree program). Students may obtain course sequences from their major advisors
or one of the deans. This handbook is revised annually.
Continued on page 9