The basic framework of the course consists of six faculty, each spending two weeks guiding student discussion of, and writing about, an important work in the liberal arts tradition. Faculty are asked to choose a work outside of their area of expertise. The latter stipulation draws on the St. John’s model and attempts to reduce significantly the inevitable authority with which students invest the professor in a traditional course, thereby hoping that the discussions will be more student-led and student-centered. Students are required to grapple with the text sometimes through some form of writing prompt, sometimes other prompts for each session. Finally, there are two weeks—at mid-term and during finals week—set aside for oral examinations with two Further Engagements faculty members. These exams probe the students’ ability to speak about the works and make connections across the works read. Grading is credit/no credit.
Students are either invited to participate based on the recommendation of faculty members or apply for admission to the course by describing their interest in Further Engagements and supplying the name of a faculty member who can confirm the suitability of the student to participate in, and benefit from, a course that is less restrictive and prescribed than traditional courses. Since the course theoretically provides a kind of continuation to First Engagements, FYS and FYRS efforts, while asking students to grapple with more remote and thus arguably more difficult texts, the applications of current first- and second-year students are preferred. This satisfies one of the main objectives of the course, i.e., as a kind of a bridge, developing and exercising the “skills” of liberal education during the middle years of the Transylvania experience. Certain groups of students are particularly targeted: members of the first-year honorary and enthusiastic participants in FYS or FYRS efforts, among others. Rising seniors will be allowed to participate if space is available.