Records of the Dean of the College

The date range of these records from the Dean of the College is April 1, 1978, through June 30, 1978. The April date may not be the exact date that Chaplin took on the responsibilities of Acting Dean, but it is the point at which most of the material leaving the dean’s office has her name on it. The approximately 29 linear feet of these records came to the Archives in various accessions over a period of 11 years (see listing below).

The files appear to be those of both Chaplin and Associate Dean Stettner. They are not marked separately except in instances where it is clear that the file belongs to one and not both (appointment books). During the period of time Maud Chaplin was Acting President or on leave, the papers are clearly those of Ed Stettner, however, the files are those of the office during this period, rather than those of the individual. In general, the records are arranged alphabetically in a single subject file. In instances of more than one folder per subject, the files are arranged chronologically. Restricted materials were removed from the main sequence, as have oversize materials. Notice of removal is given with and explanation of location and method of access. Faculty Recorders Office files are a separate sub-series.

These records include, in large measure, materials relating to faculty, academic departments and curriculum, as well as the Center for Research on Women, the library and the Registrar. There is correspondence and meeting material (agendas, minutes and handouts), as well as, dean’s office and academic department budget materials. The records contain proposals and discussions of courses and research projects, as well as reports and evaluations.

The Chaplin materials show a continuation rather than a major break from those of Alice Ilchman. The Educational Research and Development Office continued to explore new and varied experimental courses. New departments and programs are added (Computer Science, Women’s Studies, Technology Studies, Wintersession, etc.) The earlier work on first year programming became the Freshman Cluster with 90 students and 6 faculty focusing on many aspects of a specific period in history.

In the mid-1980s those concerned with curriculum began to assess how far new and experimental approaches could go. President Keohane’s Annual Report of 1985 states that “we must consolidate as well as innovate...What is a “major� intended to accomplish, and how full and structured should a major program be?� Concerns over students’ preparation led to a writing program, which became a requirement rather than an experimental tutorial for those who needed extra writing experience. The new (or resurrected) program required that all students take a semester writing course. Faculty members from different departments offered sections of this course. All students were instructed in basic writing skills, but the topics of written varied according to the instructors’ fields.

The increasing availability of computers led to a computer literacy project funded by the Sloan Foundation. Wellesley developed a Technology Studies Program that helped faculty and students introduce new technologies into the humanities and social science. A number of materials in this collection indicate the growing impact of computers on academic life.

Sources of funding continued be an issue of concern. More courses and learning opportunities (internships, exchanges particularly MIT, foreign study), as well as more faculty research stretch the college’s financial requirements.

The reaccreditation process occupies considerable time and energy within the college, particularly the academic departments. Accordingly, gathered materials and copies of the report are found among these materials. The researcher should check the container list for specific folder headings.