Dear Faculty,
In its inception in the 1940’s, Core was designed to be an intense and vital ‘second
degree’ which gave students a comprehensive interdisciplinary education, rather than the
scattered and unorganized general education in a typical undergraduate university. It was
not only meant to transmit knowledge from a variety of fields, it was also meant to
facilitate a deeper level of thinking and questioning in the student, creating a life-long
learner. In a sense, it was meant to be the manifestation of a true liberal arts education.
However, the ideals of CORE are not currently being upheld.
This is evidenced by:

The increasingly large quantity of short-term professors teaching isolated courses
within the CORE program.

A marked apathy among students and professors in CORE classes.

The continuing de-emphasis on an interdisciplinary participation on all levels of the
program. This is evidenced by the increasing specialization of certain levels of the
CORE which are dominated by certain individual disciplines
Although some of these problems originate in executive decisions outside of the
control of faculty, the majority of these effects could be reversed by a concentrated effort
on the part of the faculty. This would manifest as:

More full-time professors teaching a larger proportion of CORE classes. We
recognize that this would require faculty to redistribute the percentage of adjunct
professors currently teaching within specialized disciplines, rather than decreasing
the number of adjunct professors in the University as a whole. This may require
entrusting the teaching of courses within a discipline to adjuncts to allow full-time
faculty to teach within the CORE program.

Increased continuing education in CORE for full-time faculty as well as adjuncts; this
could include expanding the current ‘CORE school’ program, as well as increasing
funding for outside lecturers to work with CORE faculty.

More cooperation and coordination between faculty currently teaching on the same
level of CORE. This would include regular meetings between faculty to exchange
information and ideas on teaching specific levels of the CORE.

More commitment of professors to teach on all levels of the program; rather than
certain disciplines dominating certain levels of the CORE, faculty should regularly
teach other courses, even those that fall ‘outside’ the bounds of their specific
disciplines.
These changes would perpetuate the significance of CORE as a process, rather than as a
series of isolated ideas, and would break the vicious circle of apathetic students and
professors. This is not to say that there is not already significant dedication in a portion of
the faculty; we hope that the efforts of those professors who continually make room in
their schedules to teach impassioned CORE classes can be a model for the others as they
uphold the ideals of the CORE program and engage students. The CORE program was
intended to be a ‘second major’ for the student body as well as faculty, with professors
learning and teaching in all levels of the program alongside their students. To realize these
changes will require students and faculty alike to take ownership of the CORE program by
committing to the ideas of a true liberal arts education.
There will always be administrative blockades, however in the end, the most
important aspect of any education is the instructors. We at Oglethorpe are extremely
fortunate to have professors of such a high caliber who continually inspire students to
pursue knowledge and wisdom. Thus it is in you that we place our faith to be our guides in
our quest for knowledge and fulfillment throughout our education at Oglethorpe. We
exhort you to heed these concerns and commit to working for the Oglethorpe ideal we both
desire.