2008 Woodie Awards
Honors program fails to keep students challenged and interested
Jennifer Ryan
Issue date: 11/20/03 Section: Viewpoint
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"Why not make the most of your college experience?" declares a web page for the Assumption College Honors Program. The question seems to be putting forth a type of dare. This dare is not for the college student who believes that making the most of one's college experience means learning how to chalk driver's licenses to get into bars and perfecting the keg stand during spring break.
This dare is for that rare student who comes to school because they want to not only to learn, but also to truly experience life, culture, and whatever grander "thing" is waiting out there for them. Yes, this question is beguiling for that rare student. Why would any bright student not want to give this program a try?
In raising the question "why not make the most of your college experience?" though, the Assumption College Honors Program has also subsequently raised the question: why aren't students being properly challenged in the honors program? Despite the recent revision of the Honors Program for the 2003-2004 school year, the focus, mission, and application of the program are still inferior to the programs of other schools in the Northeastern area and they must be revised to challenge the motivated, not just the mediocre, student.
One of the core problems of the Assumption College Honors Program lies within the program's mission. On the Assumption college Honors Program website, the program is described as being one where students will, "pursue the broadest questions at the deepest levels." The site instructs students: "Don't just listen; engage in hands-on investigation. Learn how to ask your own questions, collect evidence, test answers, and arrive at conclusions. Become expert in the questions and methods employed by professionals in individual fields while also developing an understanding of how disciplines connect"
This mission statement creates no new or special challenge for honors students. In fact, all college students, regardless of academic standing, are expected to try to get involved by asking questions and learning how to use trial and error to collect evidence. In many classes, class participation counts towards one's grade. A central part of the liberal arts education is also focused on an ability to make connections not only within one's major, but also between courses for many different majors. General education requirements are required partly for the very purpose of showing students how most subjects are related to each other.
This dare is for that rare student who comes to school because they want to not only to learn, but also to truly experience life, culture, and whatever grander "thing" is waiting out there for them. Yes, this question is beguiling for that rare student. Why would any bright student not want to give this program a try?
In raising the question "why not make the most of your college experience?" though, the Assumption College Honors Program has also subsequently raised the question: why aren't students being properly challenged in the honors program? Despite the recent revision of the Honors Program for the 2003-2004 school year, the focus, mission, and application of the program are still inferior to the programs of other schools in the Northeastern area and they must be revised to challenge the motivated, not just the mediocre, student.
One of the core problems of the Assumption College Honors Program lies within the program's mission. On the Assumption college Honors Program website, the program is described as being one where students will, "pursue the broadest questions at the deepest levels." The site instructs students: "Don't just listen; engage in hands-on investigation. Learn how to ask your own questions, collect evidence, test answers, and arrive at conclusions. Become expert in the questions and methods employed by professionals in individual fields while also developing an understanding of how disciplines connect"
This mission statement creates no new or special challenge for honors students. In fact, all college students, regardless of academic standing, are expected to try to get involved by asking questions and learning how to use trial and error to collect evidence. In many classes, class participation counts towards one's grade. A central part of the liberal arts education is also focused on an ability to make connections not only within one's major, but also between courses for many different majors. General education requirements are required partly for the very purpose of showing students how most subjects are related to each other.