Students need EARLY RESEARCH EXPERIENCE, perhaps in sophomore year. Perhaps conducting experiments (in appropriate fields), with lots of TA support.

HONORS THESES:

• A good idea, but problematic. At Princeton, places undue burden on junior faculty, part-timers. Instead of requiring of all students, perhaps it could be stipulated that all honors students must prepare an honors thesis.

LIBRARY SKILLS:

• Students show an extreme lack of library skills. Peggy Shaw (Business librarian, Jones School) gives a great presentation on library usage.

WRITING:

• Students should not be able to place out of writing courses. They should be required to take a course in how to write. Would more papers be assigned if there were more assistance in teaching writing? (Writing lab.) Various methods of teaching writing were discussed.

ORAL COMMUNICATION:

• Some courses/Professors require oral presentation of material three weeks before paper is due.

QUANTITATIVE REASONING:

• General consensus that courses, other measures, should be designed to ensure quantitative reasoning skills. Mention was made of a book, A MATHEMATICIAN READS THE NEWSPAPER.

MORAL REASONING:

• Good idea, but how could it be accomplished? Some feeling that ethical issues could be most effectively discussed within respective disciplines, as this would add a dimension of relevance.

COLLABORATIVE RESEARCH:

• might help foster leadership skills.

REDUCTION IN TOTAL HOURS:

• It was favored. Students need more time.