After talking with upperclassmen in various majors, I now see that what began for me as a departmental issue is actually university-wide. In short, education as an ideal is being sacrificed for the Plan for the Class of 2000, by which I mean more than simply the computer plan. As we aspire to become a nationally prominent school, emulating other "elite" universities, we should not categorically cast off the old Wake Forest to usher in another "Harvard of the South."
The single greatest asset of this university is the quality education she offers to all undergraduates, unlike more distinguished universities where graduate assistants teach the undergraduate classes while the renowned professors conduct their research. If we are following that direction, I think it represents a marked regression.
I am not, however, promoting a "return to innocence." I simply do not want us to be so concerned with a disassociation from our Baptist heritage that we do not maintain the beneficial aspects of both the old and the new while continually pruning any dead branches.
In its literal sense, diversity is a necessary part of education; however, too often I have found that uniformity prevails in the name of "diversity." The ensuing "multi-culturalism" excludes exclusivists. A university that truly adheres to pluralism should receive exclusivists with affection for adding to the diversity. Instead, the pretended "diversity" threatens professors' ability to convey their convictions for fear of being offensive (the unforgivable sin in the politically-correct arena).
This paradox (teachers not being allowed to teach) is the source of a haze that has settled over many classes. As a result, some professors, because of the pressure of politically-correct academia, are reluctant to "impose" their convictions upon the class. I did not come to this university simply to hear a collection of my peers' beliefs but to be taught by the resident experts. Such is the very reason most classrooms face a singular podium.
The professors should keep the uni verite ("one truth") in "university" (at least in their individual classrooms); however, because of their inability to assert their own convictions (unless, of course, they are "multi-culturalists"), professors come to class without passion . Thus frustration and finally apathy rules the day. This is the manner in which the quality of education is being lost. The present "solutions" correct only the symptoms and not the source of the problem.
"Grade inflation" has emerged as an issue, according to the administration, but the proposed solution has not been to raise the quality of classes (which would cause many grades to drop) but rather to better distribute grades. So the professors merely shorten their scale, and the classes which were poor quality (and therefore "easy"), now have better grade distribution, but remain poor quality classes.
Also, there must be accountability for tenured professors. To hear of professors handing out course critiques while saying, "Say what you like, I've got tenure," indicates something is drastically wrong. I don't think there should be a witchhunt every time a student gets upset, because some students are equally apathetic and only care about their grades; however, when several non-apathetic students complain, something is surely wrong. These students are not concerned with victimization but rather with a lack of integrity.
For some professors, tenure is the climax of their efforts and signals the end of excellence. As for the few who continue to pursue the ideals, they seem to be either retiring or leaving. My major department alone has lost two heralded professors in the past 12 months who had a combined experience of 59 years of service to this university. Such cases should be a cause for alarm, especially considering the pain of tearing up such deep roots. Greener grass does not cause one to abandon such a long-entrenched tenure of service. Rather, there must be a serious cause for complaint to prompt these professors to overcome the pain of tearing up roots and to leave. This loss of leading scholars, coupled with the "work hard so you can rest later" approach to tenure, is leaving the university with great academic voids. There must be some way to ensure continued effort from tenured professors as well as to avoid losing those renowned profs who epitomize the ideal of the gifted teacher-scholar.
Also, students should have a legitimate role in that process; however, an outspoken few are easily overlooked if the masses remain silent. We as students must be vocal about our education.
I want to hear professors who passionately stand for their principles and care enough about what they are teaching to challenge my pursuit of it. How are students supposed to be excited about learning if professors bring apathy to the classroom? I am not implying that this apathy represents the entire faculty, but the fact that there are such professors in every department is the cause of my concern. Even if it takes a month, I want my papers to be carefully marked when I get them back. My professors' efforts should be analogous to my own. I do not want to get back my work with an unexplained grade attached.
The university's philosophy of education should not be subverted by the desire to become a nationally prominent. We should be dedicated enough to set our own standards; I do not want us to be another Ivy League school. We need high-quality professors who will bring passion and academic rigor to the classroom without having to compromise themselves.