
Curricular Review: Redefining a World-Class Education
	Introduction to the Curricular Review	3:38
	A Harvard Education: Two Tensions	7:18
	Concentrations, Calendars, and Contexts	7:08
	Audience Question & Answer: Part One	9:47
	Audience Question & Answer: Part Two	11:50
History, Structure, and Content of American Academic Culture		41:39

	Audience Question & Answer: Part Two
	<b>Question: </b>You used the phrase "in the world ahead," which of course we're all interested in what's going to happen and how we can best cope. One thing that I think is missing is leadership skills. Some people are natural leaders, but most of us aren't. How can we best translate these powerful talents in these good people, who study here, to go out into the world and actually lead in multi-disciplinary areas, such as compromise, negotiation, not being didactic or bombastic? My question is a timeline for this (curricular review). I have a freshman who is just starting at Harvard. Will he benefit? <br> <br> <b>Question: </b>You mentioned the trade-off at the faculty level between research and teaching. Could you expand on that? Also, are there any specific demands on time that are placed on a professor to teach? <br> <br> <b>Question: </b>The Princeton model is one that's worth looking at because there they really do have senior faculty actively engaged with freshmen. It's a very important experience for those freshmen. Certainly that type of experience was important to me here through the freshmen seminar program. The individual engagement is something my kids, who attended Harvard, did not feel they had at the beginning to the extent that my kids, who were at Princeton, did. It really does matter. Kids learn differently. To suggest that it just depends upon the area of study, about whether that individual engagement will be offered or not, doesn't take into account everything you learn from Howard Gardner about learning differences. Third thing is to pick up on this really interesting comment on leadership because yes, you're right, it's through the extra curricular activities, but my kids were put into these leadership roles with nobody there to help them. A little more structure is needed, but there are wonderful opportunities here. <br> <br> <b>Question: </b>In the spirit of cross-fertilization of ideas and picking up on some of the threads of technology transfers from one discipline to another... Last night I attended a dinner where Tom Kelly gave a small example of what he teaches in his music course called "First Nights" and he showed the importance of Beethoven's Ninth and the first performance of it. He put it into a context where you were able to appreciate the sociology of the moment in which it was presented and the history surrounding the musical tradition. I was reminded how in this one example of one musical performance, depending, as he put it, how you set your microscope, you were able to pull in so many different disciplines. My interest in the place of the arts at Harvard has to do with keeping alive the spirit of cross-fertilization of great ideas and technology transfers between ideas, in the spirit of promoting great ideas of the next generation. What is the place of the arts in that context? <br> <br> <b>Question: </b>Two of my favorite courses here were history of music and history of art. My daughter started school at Harvard this year, and it doesn't exist. We looked. One of the basic music courses you can't even use for your distribution in art? <br> <br>

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