The Tripod

Tomorrow, the Trinity faculty will vote on a bundle of curriculum proposals that will potentially alter the nature of general education requirements. Most of the student body seems unaware of this, or seems not to care, even though each requirement would have a dramatic impact on overall life at Trinity for all students in all classes. If all the proposals were to pass, the number of classes necessary to take could be as high as 13 (if lucky, a student could get away with only taking five classes).

If each proposal (particularly the second language requirement) passes, the College would have to put a significant amount of money and teaching hours to many more classes (with smaller caps, of course). Upperclassmen, though they would not be subject to the new requirements, would be influenced by the smaller classes: there would be less electives offered, classes would be even harder to get into, and underclassmen would have to defer their requirements until their junior or senior years.

Each student, regardless of his or her class year, must participate in this debate. These proposals influence our own experiences here at Trinity, but they also have widespread ramifications in the world of higher education and liberal arts.

First-Year Seminar Requirement:

Didn't realize that this wasn't required? Us too. While it might be important to require a first year seminar for those students who decide not to take one, it is ultimately more important that each seminar is in keeping with the mission of the First Year Program. Too often, seminars vary greatly in their difficulty and sense of community. Their purpose is to help first-year students adjust to academic and social life at Trinity, but in order for this to be accomplished, each seminar should provide a comparable level of work.

Writing Requirement:

Writing is undeniably a crucial skill for a college student. However, a better system of writing evaluation is necessary. It does not work to judge the writing talents of first-year students by their SAT scores or admissions essays. Students should have to take a writing exam, similar to the entry math exam, to determine proper placement. The definition of "writing intensive" in these proposals is vague and varies from professor to professor. If writing proficiency is the true goal, then all students should be held to the same standards.

Hartford and Global Engagement Requirement:

Both the Hartford and the Global Engagement Requirements have broad definitions which do not truly reflect the aim of the requirement. Most Trinity students, in some shape or form, interact on both the urban and the global level during their collegiate career whether by mentoring at a local school, participating in Do-it-Day, or studying abroad. Many students would be forced to take classes against their will, and doing so, is not conducive to attracting and retaining students, nor is it successful in drawing more students to urban and global issues. Students should be given the opportunity to interact in Hartford and in the world, but they should be allowed to do so on their own terms and if they choose. If Trinity wants to become the leader in urban and global studies, forcing students to study this might have the opposite effect. The administration would be much more successful if it focused instead on offering more opportunities, strengthening the Human Rights Program, and bettering contacts with the community. It is also counterintuitive to make urban-global changes before hiring a new Dean of Urban-Global Studies.

Second Language Requirement:

Perhaps the most controversial proposal, the second language requirement would mandate that all students reach the third semester in a language other than English. The purpose of the requirement is simply to "demonstrate knowledge" in the language. If a second language is so vital, true proficiency should be required, not simple knowledge. However, the financial situation makes this impossible. Speaking another language is undoubtedly a skill that, in today's ever-changing world, is essential and beneficial, but it should not be forced on those that do not want it or cannot do it. Imagine if the administration mandated that each student reach the third semester in molecular biology or linear algebra - the public outcry would turn violent. One could argue that students should be knowledgeable in all subjects, and it makes little sense to single out foreign languages. Instead of a foreign language requirement, students should perhaps demonstrate the ability to view the world outside of their own comfort zone and cultural background. Again, students should be given the opportunity to decide the trajectory of their own college lives, and they should not be forced to take courses that they do not want.

General Education Council:

What is this exactly? Basically, it would be a council of faculty members that would oversee the regulation of distribution requirements and would assist students and faculty members in ensuring that students meet all the requirements. With only five requirements currently, such a council is superfluous. Were the faculty and administration to pass all of the above requirements, such a council would be necessary to oversee the massive number of requirements.

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