Excerpt from Some Problems of the Graduate School: An Informal Report to the Faculty
Students who have already completed at least a full year of gradu ate work for an advanced degree, either in this University or in some other institution whose graduate work is acceptable, may receive residence credit for work thus authorized. But no candidate for the Doctor's degree will receive credit for more than two terms of resi dence during any twelve consecutive months.
In explanation of this legislation, it may be pointed out that it requires that the teacher who undertakes the direction of such studies shall personally assume responsibility for their supervision. Asfor the time he is to stand in loco universitatis, he is asked to'present to the General Committee a statement of the amount and character of the supervision which he is prepared to give, and to state the approximate dates during which it is proposed to carry on the work. And, secondly, this privilege is limited to students who have already spent a full year in graduate work as candidates for an advanced degree. The object of this latter paragraph, as I understand it, is to ensure that those to whom this privilege is to be given are prop erly qualified to take advantage of its provisions. There may be exceptional cases, but usually a student in the first year of graduate work requires the regular instruction to be derived from formal classes before he is in a position to work in an independent way. For the more advanced student, on the other hand, the opportunity of working uninterruptedly under the immediate supervision of a member of his Special Committee may be the most valuable kind of graduate work.
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Paperback. Condition: New. Print on Demand. This book provides a thorough exploration of the Graduate School at Cornell University, delving into its history, policies, and practices. The author, an experienced member of the faculty, offers insightful perspectives on the evolution of graduate education at Cornell and the challenges and opportunities it faces today. Through detailed analysis of the school's curriculum, faculty, and student body, the book illuminates the complexities of graduate-level teaching and research. It also examines the Graduate School's relationship with other academic units within Cornell and its broader role in the advancement of knowledge. Of particular interest is the author's discussion of the evolving standards and expectations for graduate students, as well as the ongoing efforts to enhance the quality and accessibility of graduate education. Overall, this book offers a valuable contribution to the understanding of the history and current state of graduate education at Cornell and provides insights that are relevant to other institutions of higher learning. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Seller Inventory # 9781332224593_0
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