Faculty Input Lands Winter Term in Hot Water

Author: Megan O'Keefe

In a discussion on the merits of Winter Term held during an open meeting of the faculty on Oct. 13, a majority of the faculty present criticized Middlebury College's 4-1-4 calendar and encouraged the Educational Affairs Committee (EAC) to eliminate Winter Term.

Approximately 65 members of the faculty and administration attended the meeting, which was moderated by Dean of the Faculty, Vice President for Academic Affairs and Professor of English Alison Byerly. Byerly welcomed the faculty, explaining, "The purpose of this meeting is really to have an informal discussion."

While seven faculty discussion groups met at Bread Loaf earlier this fall to "take the pulse of the faculty" on the issue of Winter Term, Byerly added, the EAC hoped that the Oct. 13 meeting would target "the largest conceptual issues."

The common themes from the Bread Loaf discussion groups were summarized on a handout that separated the "valuable aspects of Winter Term" from "concerns about F/W/S calendar and Winter Term."

The handout asked faculty members to consider three major questions: "1) What is the purpose of Winter Term now? 2) Do we expect Winter Term to be as rigorous for all students as the fall and spring semesters? 3) Which characteristics of Winter Term are unique to its intensive, four-week format? Which of these characteristics seem central to our academic mission?"

Director of Off-Campus Study and Professor of History and Russian David Macey began the discussion by stressing the significance of Winter Term in the structure of study abroad. Macey noted that the flexibility of the 4-1-4 schedule allows Middlebury students to enroll in rigorous foreign universities where the fall term of study may conclude at the end of January.

Professor of History Paul Monod started a flood of criticism for the current calendar, admitting that he has been an opponent of Winter Term for many years. Monod argued that there is no pedagogic reason for maintaining the month-long term and expressed doubt that anything meaningful can be taught in four weeks alone. Student Government Association President Samuel Rodriguez '04 announced later that a Winter Term course taught by Monod in January 2003 in Salzburg, Austria, Religious Conflict in the Hapsburg Lands, 1500-1800, was among his most meaningful and enriching academic experiences as a Middlebury student. While budget constraints have currently suspended off-campus Winter Term courses, the future of these programs remains unclear.

Charles A. Dana Professor of Political Science Murray Dry was an outspoken proponent of Winter Term during the discussion. "I have always enjoyed Winter Term at Middlebury," said Dry. He noted that he would be hesitant to teach the range of courses he has taught at Middlebury if Winter Term were abolished. Reacting to the plethora of Winter Term criticisms voiced by his colleagues, Dry wondered out loud whether the faculty present comprised a representative sample of the whole body. While Dry admitted, "It's going to go one way or the other and most of you have probably made up your mind," he invited colleagues with an open-mind to speak with him about his positive Winter Term experiences.

Many faculty members expressed a agreement that should Winter Term remain a part of the academic calendar, teaching requirements must be uniform for all members of the faculty, regardless of seniority.

Byerly assured the faculty that the EAC would present detailed alternative academic calendars before calling for a faculty vote. A move to a two-semester calendar will elongate the fall and spring semesters to 14 weeks from their current 12. According to Secretary of the College and Professor of Political Science Eric Davis, this can be accomplished without moving the fall final exam period.

Chair of the Student Educational Affairs Committee Steve Clarke '04 briefly presented the student-case in favor of Winter Term at the conclusion of the meeting. Clarke emphasized the importance of Winter Term, not only to the Middlebury academic experience, but also to the athletic, cultural and social experience that students consider to be an integral part of college life.