Word: freshman
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...another one of our by-now ritual conversations. It didn’t involve anthropologists. Instead, we talked about the realizations we had come to at Harvard—mostly, that we had grown up and grown to appreciate people and ideas more. That we had changed much since freshman year and that we are, thanks to this place, ready to move on from Harvard but not from the people we talked with here...
...teaching of science to a freshman audience that is particularly fulfilling and at the same time challenging—partly because my colleagues and I don’t subscribe to the long-standing notion that one should teach one kind of science to future science concentrators and another to future non-science concentrators. In the freshman year we believe that all students should have access to a meaningful introduction to science—one that prepares future science concentrators to take further coursework, but also one that gives future non-science concentrators a solid ground to understand a wide...
...interdisciplinarity is far too often delayed until the late stages of an undergraduate career? The traditional wisdom at colleges across the country is that understanding the productive interface between scientific disciplines first requires full tool boxes from each of the fields, tool boxes that are packed during the freshman and sophomore years. Then, if you make it to the upper level science courses, light dawns, and you are ushered into 21st century science, complete with its porous boundaries between fields. Unfortunately, however, far too many students never make it to the dawn...
...engaged in science as we delay their exposure to the way so many scientists operate today. In 2004, colleagues from all the life-science departments got together to address this and other challenges related to the teaching of science at Harvard. The outcome of our deliberations was an interdisciplinary freshman foundation of life-sciences courses that now serves a cluster of nine concentrations, counts toward general education requirements and enrolls almost 40 percent of the freshman class. Since the interdisciplinary courses were launched in 2005, the number of life sciences concentrators has also increased by more than 30 percent...
...with entering any foreign landscape, in those early freshman days I did not feel so comfortable in the impressive marble halls of the cornerstone of the Harvard library system. Reading the sign next to the entrance to Loker Reading Room that sternly stated “Readers only,” I thought I could neither use my computer nor text from my phone. It was easy, then, to understand those who claimed that Widener was too intimidating, or too imposing, to work in. My first time in the stacks, for instance, in a sleep-deprived stupor after a particularly...