“I would say quite categorically that if somebody gets most of their teaching through large classes where there is limited interaction, then that could be a problem,” he says.

Bhabha says that one solution may be the possibility of small seminar classes that act as satellites to larger lecture classes.

Biology concentrator Erica L. Mitchell ’05 says class size is not an essential factor in her course choices.

“As long as there is the section with the TF, I find no problem with the large lecture classes,” she says. “I would actually prefer the large lecture classes if it means they will be taped [and put on the internet] and as long as you can always ask questions in section if you need.”

Instead of focusing on class size, some professors look towards the ongoing expansion of the Faculty as a better alternative.

Kirby has repeatedly expressed his goal of increasing the size of the Faculty from its current 650 professors to 700.

Matory says that professors are overburdened, and the Faculty’s expansion would more evenly distribute some of their responsibilities, while also increasing the resources available to students.

Matory says he doubted a reduction in class size would have that same effect, and says it would instead be likely to increase professors’ workload.

“It’s a little bit easier for me [to teach a large lecture course] because I have more TFs to do the grading and explaining again to students and that sort of thing. I just get up there and talk for two hours a week,” he says. “But when the class is small, you end up narrating less and engaging in less monologue, but you have to be prepared for a lot more dialogue.”

He adds that though smaller classes are more difficult to teach, they may be desirable because smaller-group interaction is “better for everybody involved.”

OUT OF THEIR HANDS

Concentration choice, class and faculty size, interdisciplinary work and promotion of international experience are only a fraction of the ideas that have been discussed in the curricular review meetings this year.

The official recommendations will undoubtedly touch upon numerous facets of the education—perhaps posing suggestions few students and professors had ever considered.

But Harris also says that while the review is poised to significantly change the way students learn at Harvard, the recommendations can only do so much.

He says the changes must be realized by the students who do the learning, not the faculty currently setting the agenda.