As Tufts University has developed into a more prominent institution over its 151-year history, the strength of its students has only increased. But faculty say that Tufts' curriculum has grown to match its students, raising the bar.
According to many faculty members who were once students at Tufts, the curriculum has become more rigid and demanding. "I would say the curriculum is more stringent and the caliber of student is much higher, and in that way, for the classes now, there's a much higher standard," said Joanne Barnett (LA '86), theater manager for the Department of Drama and Dance.
Admissions statistics demonstrate this to be true: the average GPA and SAT scores of admitted students have risen steadily over the years. "The caliber of student is stronger than when I was a student, although I think it may be easier to get good grades now," said Pamela Goldberg (LA '77), director of entrepreneurial leadership.
According to some, however, students' academic competence has not been the most significant change to the University. Biology Professor Ross Feldberg said, "I came 26 years ago and the students were very good then, and I still think they're very good. Even though the admissions office says everything is getting better and better, I think the students are very committed and very good. I don't see any big change over the years."
Instead, many cite the curriculum as the most transformed aspect of the University. Disciplines and areas of study have diversified and grown over time. Tufts began with a set course of study that included only Greek, Latin, and Philosophy and no "electives;" in comparison, there are now over 100 areas of study.
According to Assistant Archivist Anne Sauer (LA '91), "The diversity of subjects that was available was very limited when the University first started. The requirements used to be a lot stricter and there wasn't a lot of leeway. There was no study abroad, no internships, and no experiential learning."
In 1896, the idea of a "major" was implemented, and students began to formally choose an area of concentration. "The University added a number of departments in the years leading up to that, and the diversification of courses began to expand and become much bigger, and a wide variety of courses were added," Sauer said.
Though the curriculum has expanded, the University's core requirements have remained constant over the years. "There was the same core curriculum when I was a student, but I think there are more options in each core requirement now so people have more flexibility," Goldberg said. "I see that as a positive. I think that the core hasn't changed dramatically which has made it so that the expectations [of students] today are the same as they were 30 years ago."
Although grading has changed significantly since the University's beginnings, when, according to Sauer, the grading "system was completely different," the grades themselves have remained constant in recent years.
"At least in the sciences, there has not been a big difference," Feldberg said. "I've taught intro biology courses for years and years. I used to do it by hand and so I didn't keep track of the number of As, Bs, and Cs that I gave out, and now I do, but I don't think there's been a big change."
"I would say that the workload now is probably more challenging than when I was a student," Goldberg added. "I think the expectations of students are greater because the quality of student is greater."
"The caliber of students is just very strong today," Goldberg said. "And they have more choices. In terms of majors and disciplines, it's a richer environment now. There's a lot more happening on campus everyday than when I was a student."
