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Topic: You pick the policy
You’re a student living in the world of college. This is your real world, and this is your practice run at life for four years. In college, you can feel you can make a real impact, write for the paper, student gov’t., leading various other ogranizations. You get to play the role of an adult, before graduation in many ways makes you feel like a kid again. So…what if you took your role as a student seriously, and played the role as if you were an adult. What about your school do you want to speak out about, something that is urgent to you and your friends, but is not about to change? What would you like to see, that many others would want to see, but hasn’t been discussed? It’s your college, your country, are you happy, or are the people running the place not satisfying what you want as a student/citizen of the college world?
Topic: Upcoming article to be run this Wed. in Wash U’s student newspaper, Student Life
An educational crises at Wash U?
What happens when you realize your passions, and the education you want, lie outside of the classroom, in the experiences of the real world? What happens when you’re stuck in a class, and there is nothing engaging about the professor, the class, or the other students? What happens when you’ve been given an assignment, and you can’t justify the need to spend time to do it? Two of the most-controversial figures in politics today, Geroge W. Bush, and his largest critic, Michael Moore, were both able to achieve their status in society without succeeding in the classroom environment. Bush received several poor marks in college, and Michael Moore never even went. While people of influence have struggled with traditional schooling, as a Wash U student, there’s a lot of pressure to succeed in the classroom.
Not everyone who attends Wash U is an academic. In fact, many students don’t come to college for the “college education” at all. That shouldn’t come as a surprise to anyone, as most would agree the best education is the one that takes place outside of the classroom. But, when so much money is spent towards earning a degree, and when the major obligation of a student is still to their academics, something of a conflict arises. Something conflicts when students who come to Wash U with dreams of being doctors, suddenly decide to study business because of it’s reputation as an easy-way-out. Something conflicts when students are interested in pursuing activism, but their activities are compromised by the stress of a heavy course load and the pressure to get good grades. Something conflicts when students graduate, and realize that what they learned inside the classroom has hardly prepared them for the real world at all.
Students may not recognize this now, but after college, the struggles to make the transition into the real world are real, and they are severe. Many graduates suffer depression, question their identities, or sit on their hands because they’re not quite sure what to do. Many students have not developed the life skills to stand on their own two feet, and many struggle to find meaningful work. Abby Wilner, a graduate of Wash U., wrote about these and other problems graduates face in her best-selling book titled, “The Quarterlife Crisis.” While these problems may seem distant to students, faculty, and administrators inside the college bubble, a Wash U education determines whether or not a graduate leaps into the real world like an Olympic sprinter, or whether they sit slumped in an office chair, wondering what the point of college was all about.
If they look beneath its rankings, its endowment, and the reputation and contributions to society, Wash U administrators will discover many frustrated, confused, apathetic, and cynical students. If they interviewed their graduates, they’d find many of the same things. Wash U. students, faculty, and administrators need to act now to help these students, and to ensure all students are getting the type of education that will aid them after graduation. The first step to ensuring this, is to get volunteers from all the parties involved to sit down, and discuss some of the problems with the college culture. Some things to be discussed are how to energize classroom environments, how to build a closer community of teachers and students, the possibility of doing away with grades in favor of a pass/fail format or written evaluations, making study abroad easily accessible for all by allowing students to pay the lower tuition costs of host institutions, encouraging more non-academic activities such as extra-curriculars and internships to be counted for credit, allowing students considerably more flexibility in terms of majors and distributions, and discussing the possible increased role of academic advisors to ensure students aren’t slipping through the cracks. In general, it will require a great deal of honest self-reflection, and new innovative ideas to improve the overall quality of a Wash U education.
While the next month will bring excitement for the arrival of Bush versus Kerry, the real discussion that needs to take place, and the discussion that is likely to have the most impact on the preparation of students for the real world, is the discussion on how to improve the educational experience for Wash U’s students.
Dan Lilienthal is the recent author of “College Daze: The Need for Innovative Educational Reform in America’s Colleges and Universities.” He graduated Wash U. in 2003, and will be visiting Wash U this fall.
Dan_Lilienthal@yahoo.com