Although classroom discussion has been one of the most interesting and rewarding experiences I've had since coming to Dartmouth, as of this term my favorite class only has one student to debate -- myself. SOCY 80, "Happiness," is an independent study I am taking this term. Although the class has at times been been frustrating and difficult, I have found it to be all the more worthwhile -- and one of the best academic experiences I have had.
Independent studies are actually quite easy to set up -- find a professor with your interests, have him or her sign a card from the Registrar, and you're in business. With minimal effort, you suddenly gain control of your education, and are able to choose exactly what you learn and how you learn it. And considering the serious one-on-one facetime you'll get with the professor, you're much more likely to learn the topic well. There are drawbacks, of course -- if you are perpetually unorganized and a habitual procrastinator like I am, it is tough. And it is intimidating having a professor, who knows infinitely more than you, question you alone at length.
Although independent studies, for these reasons, will probably remain a small fraction of courses taken here at Dartmouth, the benefits are difficult to deny. Independent studies encourage academic curiosity, allow one to take fuller advantage of a professor's expertise and demand more of the student in a positive, enjoyable way. Because these benefits only apply to those who take independent studies, I think it would be valuable for the College and individual professors to examine how they could incorporate some of the positive elements of independent work into our curriculum here at Dartmouth. To do so, it would be helpful to look at another academic institution that has been in business much longer than the College.
Oxford University has been embracing the benefits of independent studies in traditional classes for many years. In Oxford's tutorial system, classes typically involve one large lecture a week and one or more hour-long, two-on-one sessions with the professor. This way, mass dissemination of information is still possible, but the student, through the meetings with professors, is both held to higher standards and better able to understand the material. Although this requires more work from the professor, the benefits for the students are many, and for a professor seriously committed to undergraduate education, it should be worth the added effort.
While I don't think we should try to be exactly like our English cousins, I believe some classes -- especially upper-level major courses -- could be run this way here at Dartmouth. The tutorial structure would provide all the benefits of an independent study while still allowing for traditional class discussions and group projects. Students would take on a greater responsibility for their education, a responsibility that would be hard to shirk.
Of course, there would be many issues with running classes in this way at the College. The efficacy of such a teaching style would vary among majors, and with our scheduling system, widespread use would lead to problems. Because of large class enrollments in lower-level courses, only upper-level major courses would really be able to implement tutorials.
Still, tutorial-like upper-level courses would contribute greatly to the academic experience of all Dartmouth students. With more academic freedom, students would be able to contribute to their chosen fields semi-independently. The uniqueness of the program would be a great selling point for Dartmouth and contribute to the prestige of the College. Overall, while there would be obstacles to the program, the benefits would highly outweigh the costs.
Professors here, for the most part, are wonderful, and I take no issue with how most courses are run. However, the lessons from independent studies are worth considering. With a little thought and added effort by both students and professors, I believe more courses could be run this way. Perhaps there would be roadblocks, but as we have been told since elementary school, learning is about trying new ideas and sometimes failing. This idea is one worth trying.
