Q: Would you be willing to share a general overview of your teaching role at the College?

I teach pretty much everything—from introductory 100-level classes for non-majors, to courses for other majors who need to fulfill a requirement, to intro and mid-level classes for majors. I’ve also taught cross-listed and 300-level classes, including some I’ve designed myself.

Q: Do you mentor any majors or theses? 

I do have advisees and have advised theses in the past. Since I don’t conduct my own research, thesis students I’ve worked with are typically doing research with someone elsewhere. My role is to help keep them on track, ask informed questions and provide feedback — without necessarily being an expert in the specific field. It’s one way students can pursue research in areas not directly supported at Wellesley.

Q: Generally speaking, how has the strike affected your experience as a non-tenure track faculty member thus far?

Barely at all.

Q: Are you a member of the union?

No. That was a decision made last year.

Q: Could you walk me through your decision to continue teaching during the strike? Were there particular factors — personal, professional or financial — that weighed most heavily in your decision?

I agreed to the contract that I’m now on and felt it was a reasonable contract — reasonable terms, reasonable pay, reasonable workload. I like teaching and I don’t feel the same grievances that the union is expressing in the same way. 

Q: Was this a difficult decision for you? Why or why not?

Not particularly. I would like the union to achieve its objectives — if people want to pay me more money and give me more benefits, then great! But I didn’t feel a reason for me to go on strike. 

Q: Do you feel your position is understood or respected by colleagues who chose to strike?

I haven’t talked much with many colleagues about this. The reason that I ask for this to remain on-background is that there are strong feelings on both sides about the strike. I think that no matter what I say and no matter what quotes you publish from this, someone will get angry at it, and so I didn’t want to jeopardize those relationships. 

Q: Have you experienced any pressure from colleagues or students regarding your decision not to strike?

No. My colleagues, particularly the tenured and tenure tracks, have been studiously either avoiding the subject or not bringing it up with me. So I think there may have been a directive not to talk about this. 

Q: As an NTT faculty member, do you feel your labor and voice are valued by the institution? How has the strike changed or reinforced that feeling?

I feel like in general I’ve had good relationships with people at the institution. The way that organizations value labor is by a salary, and so that number is a very precise statement of how much they value my labor.

As for my voice, there are many things I don’t say. Not necessarily because I’m NTT, but because speech can feel stifled on campus. If I cared enough, I’d speak out regardless, but I don’t want to just offer casual opinions that could become inflammatory.

Q: Do you think there are structural challenges that make it harder for NTT faculty to participate in collective actions like this strike?

You know, you see these daily emails from Courtney Coile, and there is quite a bit of sensationalism on both sides. I mean, I don’t personally feel as pressured as I think some people are.

Q: What kind of changes would you like to see in how NTT faculty are treated or supported at Wellesley?

You know, like any job, there are parts of it that I really like, like teaching, and there are parts I don’t. I don’t know whether the downsides are about being NTT specifically, but they’re not the kinds of things that are addressed in the union grievances. For example, I’ve had a senior colleague speak to me in a manner that made me wonder: Would this person have talked to me that way if I were tenured? Were they just having a bad day? Am I being a jerk? For any kind of minority or precarious position, there’s rarely outright prejudice. But, it happens from time to time that there are these ambiguous situations that are more an issue of personal respect than of salary or workload or titles. I invite my students to call me by my first name because I know that you will assess me and have respect for me based on my demeanor in the classroom, how responsible I am, etc. Not based on whether I have a title or not. 

In this way, I think that the issues of the strike are a little bit off from the issues that are being addressed on the picket lines. So that’s the vocabulary that’s available, to address what seems to me to have at least as much a psychological component as an economic component. 

Q: What do you think students and the broader community often misunderstand about the NTT experience in academia and teaching?

I think that students have not historically been as aware of who is tenure track and who’s not tenure track. I think Katie Hall even said this in one of her recent communications, and this is something that I’ve known as well. And ironically, it’s the union that has brought that to prominence. Now, everyone knows who’s tenured and who’s not. So, what reports to be a movement that levels these status divisions has actually exacerbated them because now everyone knows this person is tenured and this person is not tenured.

Also, there is this assumption that a two-year position will attract “better” candidates than a one-year one. But people take jobs for many reasons, and not everyone wants a permanent job. More stability is not necessarily better.

The tenure process is so psychologically powerful for those who go through it because it was so significant for them. For people who’ve gone through the tenure process, being on the tenure line is an unmitigated good. But there are pros to not being tenure track that not everyone is aware of. I never wanted the administrative responsibilities that come with tenure: the committee memberships, the governance of whatever limited governance tenured faculty have in the College. In fact, I’m very willing to forego a higher salary to avoid those burdens and really just concentrate on teaching and pursuing my own interests which may or may not align with publishing research papers.

Q: Have you felt supported or acknowledged by the administration as an NTT faculty member during this time? Do you feel there has been clear communication from the administration about expectations and procedures during the strike?

I’ve heard nothing from the College about anything. I have to fill out an attestation form every week which is something new, and there is this presumption that I’m not teaching unless I tell them that I am. 

I have very little contact with the administration. I think they’re just kind of making it up as they go along. 

Q: Has the current situation changed how you view your relationship to the institution or your job security?

It has underscored that my relationship to the institution is purely transactional, that I am trading my time and my labor for money. Any feeling of attachment on my part to the institution is sentimental foolishness. That is not to say that I’m not attached and care deeply about my students. But, you know, that’s the nature of capitalist exchange. That was always the case, but it’s just more salient now. 

Contact the editors responsible for this story: Phoebe Rebhorn and Sazma Sarwar.

Mediation

According to Provost and Dean of the College Courtney Coile’s most recent email to the Wellesley Community on Monday, Apr. 7, the College issued a “new and urgent call” to the union for mediation. They claimed that the College first proposed mediation on March 26, which the Union then refused. The College further stated that a mediator could progress negotiations by “engaging in ongoing ‘shuttle diplomacy’” between WOAW and the College.

The Union did not agree to mediation. In WOAW’s email update sent on Apr. 7, they argued that a third party would not be able to answer the College’s positions on the teaching structure at Wellesley or non-tenure track base salaries. 

However, the College stated that mediation is appropriate after 27 bargaining sessions and a nine-day strike. 

 Five-course load proposal

The College proposed a five-course annual workload for non-tenure track faculty, the current workload of Wellesley’s visiting lecturers. The College justified this proposal by emphasizing the differences between non-tenure track and tenure-track faculty, including extensive research and service requirements. The College said that this workload also aligns with peer institution standards. 

Four-course lecturers currently have the option to continue teaching four courses with a total 15 percent salary growth over four years. 

The Union claimed the College failed to answer the Union’s direct question: “What problem are you trying to solve by increasing the teaching load?” The Union argues that they oppose any workload increase, especially one made without a clear rationale.

The Union views this proposed workload increase as devaluing teaching and student mentorship, given the centrality of non-tenure track faculty in student life. 

Compensation

The Union has proposed a $2.9 million increase in compensation, which they state represents approximately 1.1% of the College’s total budget. In contrast, the College has offered a $663k increase — equating to roughly 0.25% of the total budget.

In their Apr. 7 email update, the College emphasized that their proposal included a 31% salary increase spread over four years, with an average raise of 8.5% in the first year alone. The administration argues that this offer reflects market standards and represents a significant investment in faculty and staff.

However, the Union argues that the College’s offer remains inadequate and does not meet the financial needs or recognition deserved by its members.

The College, in turn, has expressed concern over the Union’s rejection of their offer without presenting counter-proposals on what it calls “core issues.”

Educational disruption and accreditation

The Union has sharply criticized the College’s fallback grading plan of having students enroll in other classes to earn 0.5 units of academic credit for the rest of the year, calling it “disastrous” for students. They warn that implementing such a plan could result in long-term academic harm, especially for graduating seniors and disciplines that require cumulative instruction. 

The Union wrote in their Apr. 7 email update, “The College’s reticence to settle a fair contract directly undermines our students. Seniors’ job prospects will be marred by these artificially low grades. Continuing students will have only ⅔ of the education they need to progress in their majors. How could a student succeed in Chem 205 if they’ve only finished ⅔ of Chem 105?” 

The College’s most recent communication did not address concerns about the accreditation policies raised by the Union.

Union’s calls for support

The College claims that, despite presenting a consolidated 84-page contract with 26 articles, the Union refused to negotiate on workload and compensation, instead reiterating its opposition to proposed changes.

The Union, however, argues that the administration is exploiting traditionally women’s work while claiming to empower women. 

Additionally, the Union asserts that the college’s proposals would fundamentally alter Wellesley’s identity and damage the long-standing faculty-student relationship that defines the College. They point to previous proposals, such as the introduction of the “Master Lecturer” title and the College’s refusal to include protections against discrimination based on marital status and reproductive health as further examples of the administration’s disregard for the values Wellesley claims to uphold. 

In their final call to action, the Union urged students, alumni and parents to stand in solidarity. “We ask alumni to support our cause by not crossing the picket line, and we encourage parents to contact the administration to voice their concern. This fight is about preserving the heart of Wellesley for future generations,” the Union wrote.

Contact the editors responsible for this story: Galeta Sandercock and Valida Pau.

The proposals in the April 3rd bargaining session covered the issues of compensation and workload, a few of the union’s major sticking points. The union expressed concerns over the fairness of the proposal and its potential impact on faculty workload, student mentorship, and equity.

The College’s Proposal 

The College proposed a “grandmother clause” that would allow current lecturers and instructors of science laboratories (ISLs) to choose between a four or five course load while future hires would be required to teach five courses for the same $72,000 salary. Faculty members would need to decide by June 15, 2025, or two weeks after ratification of the contract, whichever is later, whether they wish to be “grandmothered” into this current workload model.

WOAW’s Response

The union rejected this proposal, arguing that such a model would create divisions between current and future hires.

 “Any model that pits new hires against existing hires is not acceptable to our unit,” the union wrote in their recent email update to students in support on April 3.

The union also expressed dissatisfaction with the College’s failure to address the significant contributions made by non-tenure track (NTT) faculty, who play key roles in advising students, leading independent studies, and managing departments.

 “We advise 32% of the student body. We provide 140+ independent study and senior thesis research opportunities every year. Many of our members run departments and programs in addition to teaching full time,” stated the WOAW-UAW Bargaining Committee.

WOAW argued that maintaining a four-course load is essential to ensure the quality of education and effective mentorship, both of which would be compromised by the shift to a five-course load. The union further contended that the College’s proposal contradicted its stated commitment to equity, particularly given the historical marginalization of teaching as “women’s work”.

WOAW’s Counterproposal

In response to the College’s proposal, WOAW submitted a counterproposal addressing all 21 unresolved issues. Notably, the union reduced the compensation request by $1.7 million, lowering the starting salary proposal from $88,000 to $85,000. The new proposal from the union would increase Wellesley’s $341 million annual expenditure by $2 million, a 0.6% increase.

The College’s Response

In response, the College introduced 16 new proposals, including a $5,000 dependent care benefit for families with children under five (pre-tax) and expanded leave benefits. The College also reported that 22 articles had been tentatively agreed upon, with a particular focus on faculty housing, health benefits, and retirement plans.

According to the College’s recent email update on April 3, “the union declined to discuss any of the articles the College put on the table this week, then said they would engage on individual issues only if the College presented all the articles in one comprehensive package.” The College expressed confusion and dissatisfaction, claiming this approach “unproductive” in the midst of the ongoing strike.

Next Steps

As the negotiations continue, the union has emphasized the importance of solidarity and values-based negotiations in resolving the dispute.

The College is seeking to end the strike and return to negotiations, proposing the mediation of an uninvolved third-party to address the remaining issues, as they claim a “diminishing path toward progress”.

After leaving the bargaining session early, the College “offered to add a negotiation session on Monday (Apr. 7)” which the union accepted, writing, “We hope they come prepared”.

Contact the editors responsible for this story: Sazma Sarwar and Valida Pau.

One immediate consequence for striking faculty is the withholding of payment. The College stated, “All faculty members will have their pay withheld for any days not worked during the strike.” 

Additionally, any bargaining unit member who does not participate in the strike must complete an attestation form for every day worked to receive payment. However, the College clarified that bargaining unit members on leave for parental, medical, administrative, or professional reasons will not have their pay withheld. However, this protection will be annulled if the strike is extended.

Beyond pay, striking faculty who are J-1, H-1B and E-3 visa holders face consequences regarding visa extensions and adjustments while their visa status will not be immediately jeopardized. 

Foreign nationals working in the United States on J-1, H-1B or E-3 status will not have their status revoked due to a strike, or by participating in a strike, wrote Slaboden in an email to the Union members. 

Participating in a strike does not automatically lead to a loss of immigration status. During a strike, employers must suspend Labor Condition Applications, thus affecting the filings of new petitions and visa applications. While current employment status is not revoked, the Department of Homeland Security (DHS) may deny petitions to extend or change these statuses during an ongoing strike.

It is unclear to the News how many striking faculty members are on these visas and petitioning to extend or change their visa status.

In response, striking faculty members believed that the College’s communication regarding visa status could serve more as a deterrent than a neutral clarification.

“We’re in a climate where people who are on visas are being targeted by ICE and are facing deportation,” said Anne Brubaker, Senior Lecturer in the Writing Program. “Rather than communicating that, apart from our efforts to strike, the College has only communicated broadly about seemingly to deter or threaten people regarding their participation in the strike,” she said. 

Another faculty member, Jacquelin Woodford, Lecturer in Chemistry, echoed these concerns, stating, “We announced our strike 10 days ago, and it seems clear that they’ve been prepping for it based on the number of communications they sent out today. And so they could have sent out an earlier communication to be more helpful towards our bargaining unit employees who are on visa.”

As the strike and negotiations continue, striking faculty members could face rising legal and financial risks.

As the strike and negotiations continue, striking faculty members could face rising legal and financial risks.

The News has reached out to the College with a request for comment.

Contact the editors responsible for this story: Sazma Sarwar and Valida Pau

Under the current 3-3-3 distribution requirement, students must take three units of coursework in the humanities, three in the social sciences, and three in mathematics and natural and physical sciences, including one lab. The proposal suggests shifting to either a 2-2-2 model, requiring only two courses in each category, or a 2-2-3 model, slightly favoring STEM, for a period of three years. 

Some faculty members expressed concerns that maintaining a 2-2-2 model which reduces humanities requirements, could weaken disciplines, particularly language studies.  

Many professors expressed the need to support these fields, highlighting their importance to a liberal arts education. Others questioned whether the proposed changes align with Wellesley’s liberal arts values. One professor noted the importance of finding ways to sustain the humanities rather than simply mitigating their decline. 

In response, Dean of Academic Affairs, Michael Jeffries, pointed out that a potential 2-2-2 distribution model would not necessarily lead to fewer humanities enrollments, but would offer students more flexibility by reducing prerequisite requirements. 

The Administration emphasized their commitment to maintaining Wellesley’s liberal arts mission while balancing a broad curriculum with student autonomy in course selection. 

Some suggested integrating Science, Technology, Engineering and Math (STEM) and humanities into single classrooms, such as combining STEM with ethics in interdisciplinary classes.

When asked if students had been consulted, faculty confirmed that no direct engagement had occurred, and that administration were not pursuing student voices at all. Administrators argued that, given the long term nature of the reforms — spanning at least three years — important policy decisions should account for evolving perspectives, not simply those of current students.

Contact the editors responsible for this story: Sazma Sarwar and Valida Pau

This month starts the 40 Days of Kindness and Gratitude. The Student Council is starting initiatives to curate community kindness, such as making posters for dining staff.

Dean’s Corner

Senior leadership is trying to keep ahead of presidential executive orders by regularly meeting with faculty and senior leadership to determine how they will affect the college and students. If anyone has any specific questions or concerns, inform faculty class deans, and intercultural advisors for advice. 

Honor Code Discussion

Student Government members engaged in conversation regarding the Student Honor Code and how students should regularly engage with the Honor Code and Student Code of Conduct in their daily lives on campus. 

Constituents raised concerns about involving more student voices in updating the Code of Conduct. Additionally, constituents stated that recent Honor Code violations seemed irrelevant and could have been mitigated through other means, such as discussion and clarification.

The Chief Justice informed the Student Government that the Honor Code is meant to be restorative and not punitive and act as a mediator between faculty and students. Only the most severe cases end up in administrative court. 

Constituents advised that orientation did not inform students enough about the Honor Code, leaving many unsure of its meaning and what it entails. They stated that currently, many students are under the impression that an honor code violation is more severe than it actually is. 

The College President told students to keep a look out for future spring semester activities, including cultural shows and first-year activities.

Dean’s Corner

The Deans website has recently been updated and now includes a link to schedule personal meetings with the Deans of Students.

HPC Corner

House Presidents advised students to contact emergency services if heaters are not working in any dormitory, and assured them that their heating will be fixed immediately. They also reminded students to close windows when you leave your dorm for a long period of time.

House Presidents also advised students to be extra respectful to peers since people are spending more time indoors. 

A sewage leak in Freeman towards the end of the last Wintersession exposed chunks of hair, tampons and other hygiene items clogging pipes, so HPC cautioned students to take care of their facilities and to only flush toilet paper down the toilets.

Academic Council Report

The Academic Council elaborated on the new experiential learning requirement which can be fulfilled by internships, study abroad, student jobs and other activities. All submitted activities are verified by faculty supervisors.

There are ongoing discussions surrounding the next steps regarding recent political actions and executive orders. Wellesley is working on partnering with Amherst, Smith and Williams to create a committee to work with representatives and constituents to better represent students and the school as a collective. 

Recent immigration executive orders have caused various organizations to initiate campus-wide committees to provide resources to inform international students and faculty about their rights and more. Staff has been thoroughly informed as to what to do if any officers enter campus and interact with students and/or faculty.

The Grand River Solutions survey has shown that 37% of Wellesley students reported to be reluctant to share their political view for fear of ostracization by other students. The Academic Council encouraged students to foster community and spread kindness and empathy among peers.

Dean of Faculty Affairs Megan Nunez is stepping down to return to the chemistry department. As a result, there is an ongoing search for a new dean and other positions. Administration and faculty are facilitating ongoing discussions surrounding AI-related issues, new website privacy, Honor Code updates, faculty grant changes and various effects of the current political climate. 

Senator Open Discussion

Senators voiced concern about the recent termination of Professor Hwang from the Wellesley Korean department. 

Senators raised awareness about the decision by ADR to eliminate positions of student note-takers to promote the use of AI note-taking. 

Committee Announcements

The Committee is looking to formulate an elections committee of three members in light of upcoming Student Government Committee elections.

“We were all incredibly shocked … because of the fact that she’s been such a pivotal person in the Korean department since we’ve all gotten here,” said Aiquana Maye ’27.

Professor Hwang, who joined Wellesley in 2020, is one of three professors in the program, and is one of its two non-tenure track faculty. Hwang teaches 200-level Korean language courses, including KOR 201, KOR 202 and KOR 232, instructing approximately 30 students per semester. 

Hwang’s departure could affect nearly 43% of students enrolled in the Korean program. Still, the percentage of students affected may be more: since 2005, the Korean program has seen a rapid rise in enrollment. 

“She created a lot of the curriculum for the entire department’s language learning. In our classroom, we learn through a storyline of characters. This storyline has been used since our first semester, and it helps us be familiar with how Korean native speakers interact with each other,” said Maye.

Beyond teaching, Hwang researches language learners’ identities and connects with students through K-Table and K-Corridor, language-speaking and cultural activities which allow students to engage with Korean outside of the classroom.

“Every week, Professor Hwang would show up [to K-Table], and that's how I met her. The other professors would also come, but I think she is the most consistent,” said Vivi Li ’26.

In response to Hwang’s departure, Maye and Li organized a petition urging the Provost’s Office to reconsider the administration’s contract decision. On Jan. 23, they sent the petition to students who had previously enrolled in the EALC courses. 

Within six days, the petition garnered over 850 signatures and more than 120 personal statements from students, alums and faculty. As of Feb. 2, the petition had received 904 responses.

“Most notably, we had alums from the class of 1980 up until 2024 responding … Most of these alums don't actually know Professor Hwang, but they were very passionate in their responses. And also, a lot of these alums were either language majors or they have Korean heritage, or they have kind of a deep care of the education system at Wellesley,” said Li.

Maye received a response from Megan Nunez, Dean of Faculty Affairs on Jan. 31, but remains concerned about the future of the Korean program, which is approaching its 20th anniversary.

“[The email] had said, there's a potential 11 classes to be taught next year, and I just don't see how that's feasible with two professors, unless they plan on hiring another professor,” Maye said.

Additionally, The Korean Student Association (KSA) and Wellesley Asian Alliance (WAA) are organizing an open discussion on Feb. 5 from 4 to 5:30 p.m. at PNE. This discussion, featuring Professors Lee and Hwang, will invite students to learn about the EALC department and language corridor program while sharing perspectives on language education and the program's history.

“I'm hoping to get a sense of what the professors would like to see from us as students, because as students, I recognize that there are limitations in what we can do, but we want to support them the best we can,” said Nico Jo ’25, KSA’s Social Justice Chair and one of the event organizers.

Ultimately, students hope that their efforts will create change for the Korean program and beyond.

“Every major at Wellesley is important no matter how small their department is, and every professor isn't just someone who they're paying to teach something. They're a part of a community that is helping students discover who they are and find out what they love in the world,” Maye said.

Contact the editors responsible for this story: Jessica Chen, Sazma Sarwar, and Valida Pau.

This comes as part of a broader trend as humanities programs, and language programs specifically, face cuts and under-enrollment across the country. 

From the 2007-2008 academic year to the 2023-2024 academic year, there has been a roughly 37%decrease in the average language department enrollments. Language course enrollment, which peaked at 198 students during the 2009-2010 academic year, has declined to a low of 118 students in the 2023-2024 academic year.

“Our classes always tend to be fairly small, but I think that if you look at the languages and also the humanities more broadly, there have been decreases in enrollment across the board,” said Professor Anjeana Hans, chair of German studies.

This trend is similarly reflected in the number of language majors in the past ten graduating classes. There was a peak of 95 language majors in the class of 2016, but that number has since dropped to 62 in the class of 2024. Most language majors were also majoring in an additional subject. Between 2014 to 2023, more than half of language majors graduated with a second major, with 15% of these second majors being a STEM subject. 

Even though fewer students chose to major in languages, the number of language minors has been on the rise, with only 8 minors in the entire class of 2015 and 20 in the class of 2024. 

Students Miss 101 Window

Enrollment in introductory 101-level language classes at Wellesley College has almost halved over the past 15 years, falling from 312 students in the 2008-2009 academic year to just 184 in 2023-2024. 

Typically, students take four semesters of a language to complete the language requirement, starting with 101, with exceptions for native speakers or students who studied languages at high levels in high school to take fewer classes or no language courses at all. 

This declining trend raised questions and concerns among faculty that students might miss the window to optimize their language journey at Wellesley. As language courses require a year-long sequence, students cannot start with any introductory language classes in the spring, delaying completing their requirements and qualifying for advanced study. 

“It’s important to start your first year if you think of studying abroad,” said Scott Gunther, chair of French and Italian studies. “[Our language courses are] in two semesters that go together … if you miss the fall semester, you usually have to wait.”

Language Immersion Study Abroad Declines

This late start then affects study abroad enrollments, where students largely chose English-taught study abroad programs over immersive language programs.

Over the past ten years, the percentage of students studying abroad in a language immersion program has declined from 26% to 18%, according to data from the Office of International Study.

“All of our immersion programs have a high prerequisite in terms of languages, and students are not starting language when they get to the college in their first semester,” said Jennifer Thomas-Starck, director of International Study.

English-taught programs, such as DIS Copenhagen and Oxford, are becoming increasingly popular, partly because these programs appeal to students and parents alike due to their perceived familiarity, safety and brand recognition. 

“Students see the ease,” Thomas-Starck said. “They can pull out the syllabus and hand it to their faculty member. They know there’ll be a group of people they know — it’s a very comfortable experience.”

As part of efforts to increase student support and visibility about language immersion programs, the Office of International Study hires students who have returned from abroad as “Study Abroad Ambassadors.” 

Those who came back from immersion programs see their role as crucial to helping students make more informed decisions about whether an immersive program is right for them.

“People have very different experiences with immersive programs, because they are hard and exhausting, and they're sometimes very different from the way that a Wellesley semester would work,” said Abby Frankel ’25, a student ambassador for immersive French language program Wellesley-in-Aix. “I think people also get scared because people who have bad experiences tend to be more vocal.”

Challenges to Language Study

To encourage students to start taking their language requirements and thinking about their studying abroad options earlier, Wellesley’s language departments hope to make available courses and program applications more visible to students. Faculty note that awareness of language programs is hindered by outreach hurdles. Unlike peer institutions, such as Middlebury College, Wellesley does not market itself as a school for language learning, explained Gunther. 

“There are a lot of languages taught here. There are a lot of languages just spoken here,” said Gunther. 

Students may also be discouraged due to external pressures and the time investment of learning a language.

“It takes a long time to get real fluency, real command of a language,” said Josh Lambert, professor of Jewish studies and English.

Moving Forward

The College has already cut down on course offerings taken in response to lower student enrollments in language courses. Starting in the 2022-23 academic year, 100-and 200-level courses in the Hindi/Urdu department were offered every other year, instead of every other semester. 

“I think it obviously adds to the problem of enrollments, right? Because if you're a first year and you're ready to take introductory Hindi/Urdu but you find out that, oh, it's not offered this year, you're probably not going to be able to wait until next year,” said Nikhil Rao, professor of History and South Asia studies.

The administrative change has had a noticeable effect. During the 2021-2022 academic year, prior to the change, the program had 21 enrollments. After the change for the 2022-2023 year was instituted, enrollment dropped to 10.

Wellesley students can no longer take Hebrew at Wellesley, and must instead cross-register at Brandeis University. 

Wellesley’s Hebrew classes often ran the risk of not running due to extremely low enrollment. The Jewish studies department chose not to fill the position after the previous instructor left.

“I said, I don't think [hiring a new instructor] is the right thing to do, because … I've personally seen how difficult it is for students and for the professor,” recalled Lambert.

Despite the setbacks, administrators and professors remain actively engaged in thinking about ways to improve communications with students.

Eve Zimmerman, Professor of Japanese, described feeling “encouraged” after meetings with language chairs and members of administration, including Michael Jeffries, dean of Academic Affairs, and Stacie Goddard, associate provost for Wellesley in the World.

In an email to The News, the College said that there are no administrative changes, such as mergers or cuts, currently planned and any future changes would result from “collaborative decisions between academic departments and the Provost’s Office.”

Looking ahead, faculty suggest that addressing these trends will require a multi-pronged approach that involves students as well as administration.

“It’s students speaking to other students. That’s what’s going to make the difference,” Zimmerman observed.

With these efforts, faculty members remain optimistic that language learning supports professional and cultural leadership, a core goal of Wellesley’s liberal arts education.

“I would be much happier if we taught and had full classes of 10 more, 15 more languages.” said Lambert, “We would forward that mission of what they call now Wellesley in the World. And what I believe, in a real way, is the possibility for Wellesley students to be leaders.”

Contact the editors responsible for this story: Galeta Sandercock, Sazma Sarwar, and Valida Pau

In light of the recent presidential election, Deans are currently meeting with student groups on campus to discuss reproductive rights and safety. With finals around the corner, the Deans reminded students to manage stress and reach out to receive any support they might need.

Chief of Police interviews are ongoing and administration is including student participation and feedback in the process. The process is almost done and details will come out soon.

HPC Corner

All students were reminded to take the sexual misconduct survey sent out through email by Grand River Solutions.

Senator Open Discussion 

Regarding campus-wide security concerns, Dean Horton mentioned that administrators are having an ongoing discussion with Public Safety and will update College Government(CG) soon. Senators requested student involvement to be included, to which the College Government responded that they will inquire.

 The Cabinet previously requested security information, and historical information will be received soon from the Wellesley Department of Finance. Student Bursars will do an analysis and report back to CG.

A student suggested the College train students to be in charge of campus safety. College Government determined that this idea would serve to lessen cost of campus safety, raise student involvement and potentially provide new work-study opportunities. Students pointed out that Wellesley already trains students for high liability positions such as lifeguarding, and other schools, such as Amherst, involve students in EMT training.

Students suggested ways to go about bringing this to administration, including potentially a ballot initiative or the creation of an Ad-Hoc committee specifically for this issue.

Other students raised concerns about the lack of consistent communication between students and administrators regarding general campus policies. CG concluded that potential solutions could involve more senators in decision making on campus, and potentially reaching out to relevant organizations to inquire about how to go about changing this.

Lastly, the Cabinet informed College Government that Dean Horton will address student concerns about the difficulty of meeting with her by creating a sign-up sheet for individual appointments.

Contact the editors responsible for this story: Sazma Sarwar and India Lacey.