Masters Seek to Attract Tutors Who Match Students' Academic Interests

Most masters say establishing a strong tutorial staff in one of the most important aspects of their jobs, and they also note that the issue is a hot topic of conversation in masters' meetings.

"Harvard's biggest problem is the quality of advising," says Winthrop House Master Paul D. Hanson, adding that he hopes tutors can be more than just professional advisors.

"We want tutors to whom students can go with their problem sets," he says.

According to Mather House Master Sandra Naddaff '75, the system must address the unique and varied needs of Harvard students.

After learning Mather House was about to receive a large number of "very competent" jazz musicians, Naddaff says she and her husband decided to hire a non-resident tutor with a background in Jazz.

Yet many say there are not enough tutors for special interests. Robert J. Kiely, master of Adams House, points to the emphasis Houses place on pre-professional advising for future doctors, lawyers and investment bankers. He says a focus on "traditional" careers is "shortchanging" many with other aspirations, such as future "poets and teachers."

Kiely warns against making students feel that they only have three career options.

"If that's the message that they're getting from us, then we're probably not doing a good job as a Faculty," he says.

Despite attempts to hire the most qualified advising staff, Dunster House Master Karel F. Liem says impressive credentials do not necessarily connote the best tutors.

"Some people look so good on paper, and are so disappointing in real life," he says.

To correct for this disparity, Liem says he has made dramatic changes to attract younger resident tutors at Dunster House.

"I've taken some very bold steps which may not be applauded outside the House. But I won't even look at an M.D. anymore," he says.

Liem characterizes the new tutors as "young but superb" graduate students. "These students are far more responsive to [Dunster] students," he says.

Grab Bag

While masters anticipate future dialogues--including talk about a multicultural student center, concerns about the state's alcohol policy and rumblings about a thirteenth House--last week's Council of Masters meeting highlighted a growing concern shared by many: the hope to make the House more of an academic community.

"If you're going to have a House system, it's got to be more than a dorm. It should have a defined academic role," says Master of Lowell House William H. Bossert '59.

The House system, after all, is unique to Harvard. And the masters make that very clear.. "I am not a dorm parent," says Kristine L. Forsgard, co-master of Eliot House. "Every time I hear someone call this a dorm, I cringe."

Bossert and others say a key factor in improving House intellectual life is a stronger--and more friendly-relationship with many academic departments.

"The relationship between the Houses and [some] departments is not good," Bossert says. The goal is "having Faculty who feel an affinity to the House."

Yet enhancing the academic realm of House life--which includes strenghtening ties between the Senior Common Rooms and the student-residents--relies upon the question of location, location, location.

"I think we would be delighted to have junior or senior faculty members have their offices in the House. But I don't know where we'd put them," says Mather House Co-Master Leigh G. Hafrey '73. "The physical reality is we need some space."