Minors programs call for proper treatment
We are disappointed the Faculty Senate unanimously approved the framework necessary to create minors at its meeting May 10. (See story, page 1.) However, we hope faculty will adopt minors in a careful manner, recognizing potential effects of the new programs.
We are concerned departments will feel pressure to create departmental and interdisciplinary minors in order to keep up with other departments. We hope departments do not, as a result, devote resources to minors to the detriment of majors. A rise in demand for required introductory level classes — to satisfy minor requirements — could force faculty to divert time away from more specialized classes, much to the chagrin of major candidates.
To help with the infrastructure change of adapting departmental minors, departments should modify major requirements. Rice students already have a tendency to seek multiple majors, with relaxed requirements for second majors helping to feed this habit. For example, students who have religious studies as a second major are required to take six fewer hours than primary majors. This two-tiered system makes sense, given Rice’s previous lack of minors. But departments that adopt minors should do away with this system and simply create one standard for majors and one for minors.
Minors also threaten to create harmful discrepancies between departments and programs. Languages that offer minors will probably see an increase in students, while languages without a minor may lose students. Therefore, deans should ensure consistency in minor creation in similar departments.
Faculty should also limit bureaucratic hindrances resulting from minors. Interdisciplinary minor advisers threaten to create more red tape as students register for classes.
Students also have a duty to ensure minors function properly. While there is no limit on the number of minors one can get, students should resist the temptation to pursue countless minors. Wise use of the programs will help reduce negative consequences. If a student has three classes in a department, the reward of a minor may encourage her to take three more. But students should recognize whether classes in another area of study might be more beneficial.
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