One of the biggest contemporary debates in higher education is whether a liberal arts or a traditional university education will better prepare students to enter the workforce.
Princeton University, a liberal arts institution, says that “a liberal arts education offers an expansive intellectual grounding in all kinds of humanistic inquiry.”
Generally, liberal arts programs tend to encourage an education that explores a variety of subjects and fields, rather than specific technical training that some traditional universities emphasize.
This often means that liberal arts schools have expansive general education requirements and offer a variety of courses that can fulfill them.
Princeton implies that this approach to learning is greatly beneficial to students’ growth as people, employees and academics. They say, “By exploring issues, ideas and methods across the humanities and the arts, and the natural and social sciences, you will learn to read critically, write cogently and think broadly. These skills will elevate your conversations in the classroom and strengthen your social and cultural analysis; they will cultivate the tools necessary to allow you to navigate the world’s most complex issues.”
Drew has adopted a similar philosophy, and we are inclined to take their stance.
Drew students are all familiar with the general education and breadth requirements, which are an integral part of what makes us a liberal arts institution. By having language, diversity and interdisciplinary requirements, Drew encourages students to take a liberal arts approach to their education. Moreover, many students end up discovering new interests while fulfilling their requirements.
“Without Drew’s language requirement, I never would have pursued a minor in Spanish. I am so happy that I had to take an extra course in the language my freshman year and was pushed to take more classes. Now, I feel comfortable speaking in a second language, which has challenged me to be a better student and broadened my professional horizons,” said Sierra Walker (‘25).
The Drew? Assessment Committee looks at a curriculum once it is implemented and determines whether or not it is fulfilling student learning outcomes. Each year, they interview a percentage of graduating seniors to determine whether the university breadth requirements are benefiting the students, and every time, the evidence points towards yes.
“I had the opportunity to sit in on a mock interview with the Assessment Committee, and the student attitudes towards having taken general education courses were overwhelmingly positive,” said Keiran Dugan (‘26).
In the Sitterly English House, there is a clipping of a New York Times article pinned to a bulletin board: “In the Salary Race, Engineers Sprint but English Majors Endure.” In the article, the author David Deming argues that “we should be wary of the impulse to make college curriculums ever more technical and career-focused.” Deming states, “According to a 2018 survey by the National Association of Colleges and Employers, the three attributes of college graduates that employers considered most important were written communication, problem-solving and the ability to work in a team,” all of which are emphasized in a liberal arts education.
Deming argues that “through dialogue between instructors and students, and through close reading and analysis of a broad range of subjects and texts,” skills such as “initiative, verbal communication and leadership” are learned.
Some liberal arts colleges have opted out of establishing general education requirements, demonstrating an orientation to allowing students access to the principles Deming mentioned. Brown University, for instance, has had an “Open Curriculum” for over fifty years. As their website states, “Brown students are encouraged—and tend to greatly enjoy—distributing their courses across the curriculum, exploring multiple fields and disciplines, in addition to choosing an area of focus for their concentration.” (Explore the Open Curriculum).
The issue with this is that not all students will choose to take courses across disciplines, though all would benefit from it. However, there are a number of Drew students who make it their mission to take courses in fields outside of their chosen discipline.
A major aspect of liberal arts education is that they emphasize the humanities, a collection of disciplines that focus on human culture, history and philosophies. Liberal arts institutions often require more courses in the humanities than traditional universities because they view the humanities as integral to a well-rounded education.
“Humanities teach us how to more critically analyze and interpret the world around us, instead of just taking the society around us at face value, and serve as the very foundation of much of human expression,” said Sabr Keres-Siddiqui (‘27).
Even specialized careers require some educational background in the humanities. Medicine, for example, requires philosophy and ethics, while marketing and business would be nothing without English, media literacy and communications.
“As a sociology major and aspiring mental health professional, the humanities would be essential for any field I might choose to pursue after graduation,” said Keres-Siddiqui.
The opportunities that a liberal arts and humanities-focused education gives to students are diverse and limitless and can take a student much, much further in their career and life in general than many might expect.
The job market today is highly competitive and difficult to get into. Having a more well-rounded and liberal arts-centered education allows graduates to manage this by providing them with the ability to communicate effectively, elevating themselves as potential employees. A liberal arts education is more applicable to the modern, constantly changing job market than a straight-shot, one-option major.
Lead Editorial is a reflection of the collective opinion of the editorial board.
Featured image courtesy of Pexels.com.
