Recommendations to the Task Force on the Undergraduate Experience

Before I begin to explain what it is that I have to share with you all, I think it's important for me to point out that it is only because there is room for change that I am writing this viewpoint. This opinion is in no way meant to take away from the hard work and time that people have put into the Task Force on Undergraduate Experience here at Tufts; it is just meant to point out that there are discrepancies and questions that seem to go unanswered and that there is an incredible need for me to put my views in writing to perpetuate some thinking and _ more importantly _ some questioning from the greater Tufts community.

It is interesting that this year the topic for my EPIIC class is "sovereignty and intervention," because while analyzing these broad issues, the reoccurring question seems to center around that of accountability. I feel the need to question the accountability of this group of individuals brought together to paint an accurate view of what the life of an undergraduate at Tufts appears to be.

I understand that the group of students is doing a wonderful job, but to tell you frankly, I did not elect any of the students on this Task Force. To have a clear overview of the undergraduate life here at Tufts, it is insufficient to have a black man or an Asian girl as student representatives unless they were chosen by their community as such. If on the other hand, the Task Force will argue that these students were chosen on the basis of their credentials I will very blatantly ask: how can student representatives to the Task Force be elected by anyone other then the students themselves?

Who do we hold accountable if our questions and concerns don't make it into the Task Force's report?

As for the objective of the forum in Hotung (Thursday Oct. 10), I found it very necessary. Besides the dialogue alone, the intimacy between students and administrators is to be commended. But I am not quite sure I understood the point of it. As I was told, it was to "...gather input from the students, analyze the comments and questions amongst the task force and then go through and prioritize the list to see what should be included in the report."

So there is no guarantee that concerns voiced at the forums are going to make it into the report. And I wonder how many of these concerns were written into the Task Force's notes.

I by no means consider myself the representative of the students, but I would like to in my own way outline yet again topics I thought to be of concern and that should indeed work their way into this report.

(If any student wants to add any more I suggest they write a viewpoint and/or submit an e-mail copy to the undergraduate Task Force.)

In no particular order:

The question of why Tufts is far lacking in terms of various services they offer (or rather don't offer) to the students. For example, students should have a free telephone connection to intercampus lines and Medford/Somerville area code numbers. This is essential for calling Dowling, contacting student help centers and lines like SSARA, and for keeping in touch with students or administrators, both on-campus or off-campus. Students should also receive free access to cable television networks.

The question of faculty training with respect to minority issues, on the topics of race and ethnicity, sexuality, gender, socio-economic background or political views. This is important to allow for a friendly class room environment whereby the teacher is in touch with issues that concern in particular minority students perhaps in relation to the syllabus.

The Task Force should also address issues of curriculum transformation. Tufts can not hope to remain competitive academically with other universities until we begin to invest in a solid African/African American studies major, Asian American studies, and Latino culture. We probably can't yet hope to push the issue of putting Sexuality and Gender on the agenda but even that is a subject in which the Tufts community should take the forefront.

It is important to invest in both professor facilities and space for this major type of curricular transformation. It is essential that we not be content with just having an "American Studies" major when the meaning of race and ethnicity are constantly being brought to the table for discussion as globalization takes over it is an ever-growing ever pressing issue _ that of identity and culture. Tufts can not afford to ignore the importance and significance of race and ethnic content in its coursework.

The Task Force should encourage the increased social interaction amongst students of the same graduating class. Perhaps ensure all-freshmen housing for incoming freshman or strengthen orientation to make it more cohesive.

It should also consider decreasing distribution requirements for all liberal arts students. If the true focus is on a thorough and rigorous education than perhaps we should call for an increase in credits required to graduate or strengthen all majors to ensure quality education _ so long as we significantly decrease the distribution requirements. Another angle to solving the issue of too many unnecessary requirements that detract students from taking classes they like is to at least allow for distribution requirements to be taken pass/fail.

Another issue is equipment for sports teams, especially men's crew. There was also concern about the need for school spirit, and it was suggested that Tufts should invest in cohesive activities amongst the students, as well as focus on recruitment for sports teams to perhaps entice student turn out at games and further school spirit.

Now I'm certain that I am missing several points. I was not in attendance for all the sessions, but if we can ensure that what was mentioned above will in some way or another be in the Task Force's report then we will know that you are truly representing the demand of undergraduates here at Tufts.

If we didn't care we wouldn't have attended and voiced our views. It is no longer about questioning the system to prove we can, it is about questioning the school to point out that there is room for improvement and our struggle is that we want to make sure we are a part of the improvement.