| the history of wake forest
d’Arte e di Storia and Italy’s foremost historian of Venetian art.
Though the years that followed, Pignatti continued to teach for Wake
Forest in Venice, also visited and taught at the home campus, and
became, on both sides of the Atlantic, a valued member of the Uni-
versity community.
Other opportunities for study abroad were being developed.
Wake Forest became affiliated with the Associated Mid-Florida
Colleges, which offered courses each semester at the University of
Madrid, and Associate Professor of Spanish Shasta Bryant, who
had served as resident adviser in Madrid for 1970–1971, was named
coordinator for the program. Also, the Department of Romance
Languages announced a Semester-in-France program at the Uni-
versité de Dijon, where, as in Madrid, courses would be taught by
native professors. Professor of French Mary Frances Robinson accom-
panied the first group of students to Dijon.
At the same time that members of the faculty were giving new
emphasis to the importance of foreign languages in the College
curriculum, some trustees, concerned that, because not every North
Carolina high school offered language study, some applicants to
Wake Forest, including certain talented athletes, were ineligible for
consideration, proposed that the foreign language requirement for
admission be abandoned. A Trustee Committee under the chairman-
ship of C.C. Hope was appointed to study the matter in concert
with the admissions office and the faculty admissions committee.
After four years of successful co-curricular innovation, the
Experimental College virtually disappeared. The new opportunities
increasingly available in the regular curriculum of the College,
especially some of the courses offered during the winter term,
apparently eliminated what earlier students had seen as a need to
reach out toward non-traditional learning and to invite students
themselves to participate as teachers. At the same time, students
made it known that they wanted to have a voice in evaluating cata-
log courses offered for credit—and, by implication, the teachers who
taught them—and asked that a plan be adopted to make that kind
of assessment possible. A “course evaluation” committee from the
faculty, supported by a faculty vote of seventy-nine to twenty-nine,
proposed that, at the last class of the spring term, every student be
given a list of twenty-eight questions about the course and that, for
any course in which eighty percent of the students completed the
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