As scheduling season approaches at Penn State, one of the most prevalent questions among students is what general education course (lovingly known as “gen-eds”) are the easiest. Those in technical fields, such as IST and engineering, oftentimes complain on having to take these courses, claiming they are a waste of time that detracts from their ability to concentrate on their technical courses.   Many students believe that “general education classes are obstacles that the institution has (for reasons not clear to the students) placed in students’ way, slowing their progress toward what they have come to college to study” (Gossard). While some students think that general education requirements are extreme, general education is an important part of the college experience because these courses allow college freshman to explore major options, they allow students to study interests outside their career, and they make students more well-rounded.

General education is especially important for students who have not yet declared their major. “20 to 50 percent of students enter college as ‘undecided’ and 75%… of students change their major at least once before graduation” (Freedman). Many students don’t know what they want to study because of lack of experience. General education gives young students a wide array of experience to see what subjects they enjoy the most. Without this opportunity for exploration, many students would be stuck in majors that they are actually not passionate about. This allows people to optimize their degrees, and choose majors that are best fitted to them.

General education also allows students to explore their interests that aren’t necessarily directly related to their major. For example, my roommate is studying industrial energy, but after taking a general education Economics class, has decided to minor in Economics as well. Once students graduate college, their ability to expand their knowledge outside their chosen career is limited. Likely the only time one has to learn more as an adult is limited to books or television. General education courses, however allow students to learn about a topic from the unique frame of reference of their professor and discuss these topics with their peers.

The idea of general education is also valuable because it ensures those with a college degree are intellectually well-rounded. The leaders of our nation, whether that be in science or politics, cannot have a one dimensional mindset. Engineers need to have knowledge of ethics when developing products such as autonomous vehicles to ensure that technology is used for good, not evil. Politicians need to have knowledge about science so they know what policy initiatives to push for, such as green energy. Every occupation is cross-disciplinary, and higher education should reflect that.

Many argue, however, that college is about specialization, not generalization. This argument claims general education should be covered by the K-12 system. Since a college degree is so expensive students should not be forced to study subjects that don’t directly involve their major. On average, one college credit costs students upwards of 500 dollars (Kirkham). At universities such as Penn State where about 45 of college credits are general education, this means students pay 22500 for courses that might not significantly improve their quality of education.

General education is also a sort of tug and war between breadth of knowledge and depth of knowledge. Mostly, general education emphasizes breadth of knowledge, as it aims to expand student’s mindsets beyond their chosen field of study. This breadth of knowledge, however, sacrifices depth of knowledge, which in many cases is more valuable. We can’t live in a society where everyone is a “jack of all trades.” Everyone needs their “niche of knowledge. So, as a society, how can we reconcile these two values? A new type of general education, integrative learning, is revolutionizing general education.

“Integrative learning” classes are designed to encompass several different general education areas in one class, such as technology and art or English and history. This integrative learning is designed to allow students to see connections between different branches of study. Penn State claims integrative learning allows student to “identify connections and ideas for a meaningful tomorrow” (“Office of General Education”).

Some college, such as Northern Illinois, have totally revamped their general education program so students can pursue different “thematic pathways”, such as social justice or health and wellness. Other colleges are allowing students to design and answer a question with their general education courses. At Connecticut College, during sophomore year students create a question with their adviser and take a five different courses in order to answer this question (Berreett).

Integrative learning doesn’t emphasize content memorization like general education oftentimes does. Rather, it emphasizes developing skills such as critical thinking. Integrative learning allows students to truly explore their passions in a meaningful, cross-disciplinary manner.

These sorts of general education programs are valuable because they allow students to truly explore their passions, which is the argument that so many people make in why we should keep general education. The reality is, however, that many students are focused on taking the easiest general education course as possible, without taking their passions into account. If students could create a “knowledge goal” for themselves with general education, it would allow them to develop cross-disciplinary skills while also increasing their depth of knowledge.

Sources

Berreett, Dan. “General Education Gets an ‘Integrative Learning’ Makeover.” The Chronicle of Higher Education, The Chronicle of Higher Education, 8 Aug. 2016, www.chronicle.com/article/General-Education-Gets-an/237384.

Freedman, Liz. “The Developmental Disconnect in Choosing a Major: Why Institutions Should Prohibit Choice until Second Year.” The Mentor: An Academic Advising Journal, dus.psu.edu/mentor/2013/06/disconnect-choosing-major/.

Gossard, Blake. “College General Education Requirements Are Broken.” Medium.com, Medium, 21 Jan. 2018, medium.com/@BlakeGossard/college-general-education-requirements-are-broken-76c8a0bd470b.

Kirkham, Elyssa. “Study: Here’s the Real Cost Per Credit Hour Students Have to Pay.” Student Loan Hero, Student Loan Hero, 27 Feb. 2018, studentloanhero.com/featured/cost-per-credit-hour-study/.

“Office for General Education .” Office for General Education, gened.psu.edu/.

I recently rushed Phi Sigma Rho, an engineering sorority, at Penn State. Therefore, I am biased in favor of Greek life. Although the pledging process is very time consuming, I love my new sisters and overall I am having a great time (I am actually waiting to meet one of my sisters for lunch as I am writing this blog post!). Greek life as a whole, however, at Penn State and nationally, has many issues, such as hazing, binge-drinking, and sexual assault. An article in the Times even calls for the abolition of Greek life.  Despite these risks, however, Greek life is valuable because it serves the community, gives its members a sense of community, and even helps lead to a higher GPA than students that aren’t in Greek life.

Greek organizations provide services to the community and raise money for philanthropies. According to the National Panhellenic Council, in the 2013-2014 year sororities “from across the nation raised over $5.7 million for philanthropies and reported nearly 1 million hours of community service.” Better yet,  “fraternity men in The North American Interfraternity Conference raised $20.7 million for philanthropies and completed 3.8 million hours of community service” in the 2013-2014 year.“The Penn State IFC/Panhellenic Dance Marathon (“THON”) is currently the largest student-run philanthropy in the world” and donates its proceeds to the Four Diamonds Fun (“THON”). It was started by the Interfraternity Council at Penn State in 1973. Since its inception, THON has raised over 100 million dollars, and is a quintessential part of the Penn State experience.

Those who are involved in Greek life aren’t solely focused on socializing, academics are also important. Overall, the average GPA of those who are involved in Greek life are higher than those who aren’t (Jacobs). Many times, fraternities and sororities have mandatory study hours in order to have a high chapter GPA. In my sorority, Phi Sigma Rho, we have a scholarship chair that reserves study rooms for the sisters and ensures everyone is maintaining a high GPA. Many Greek life organizations such as Phi Sigma Rho are major-specific, so its members can ask for advice and help from older members as well as their peers about classes.

Most importantly, Greek life gives a sense of community to its participants. College can be extremely stressful, and Greek life provides a loyal group of friends with similar values and interests. While walking around campus, attending class, or going to the dining hall, I see one of my sisters at least once a day. Just seeing familiar faces improves my day, and gives me a sense of belonging.

Greek life also gives students opportunities to try out different leadership roles and learn teamworking skills. Greek organizations have several leadership positions such as president, treasurer, and service chair. By holding these positions, students can learn work-life balance as well as how to organize large groups of people. In my pledge class, we are all required to hold leadership positions within our pledge class in order to train for future positions within the whole sorority. Teamwork is another vital skill that is developed through Greek life. Running charity events and organizing socials requires students to work together. In my pledge class, we have to work together to hold a community service event and a sister social.

These positive aspects of Greek life hardly make news, while its negatives are plastered all across the media. The two greatest harms associated with Greek life are hazing and sexual misconduct.

Hazing is one of the greatest harms associated with Greek life. According to stop Hazing.org, approximately 73% of those that are in a social sorority or fraternity have experienced hazing, and 26% of those have been hazed had to drink large amounts of alcohol. Less than two years ago in February 2017, Timothy Piazza died after drinking large amounts of alcohol during his hazing experience while pledging the Beta Theta Pi Fraternity at Penn State. In reaction to this tragedy, the state of Pennsylvania now considers some forms of hazing a felony. It is hardly known, however, hazing rates are even higher for those in varsity athletics (74%)! Additionally, 64% of those in club sports, 56% in a performing arts organization, and 28% of those in an academic club have experienced hazing as well. Hazing is not exclusive to Greek life, it is a feature of college organizations as a whole. Anti-hazing policies are taken seriously in Greek life on many college campuses across the country, including Penn State. Now, many Greek organizations are adverse to hazing; my friends and I whom are involved in Greek life have never experienced hazing.

Sexual misconduct is also unfortunately more common for those involved in Greek life. “According to the National Institute of Justice sorority membership is a ‘risk factor’ for sexual assault – 25% of sexual assault victims were sorority members” (“Greek Life”). Additionally, “fraternity men are three times more likely to commit rape than their non-greek peers” (“Greek Life”).

These negative behaviors, however, are not inherit to Greek life. Joining Greek life does not automatically make someone a binge-drinker or a sex offender. These aspects of college life would still be present whether or not Greek life exists. Rather than trying to ban Greek life, universities should encourage Greek organizations to hold themselves to high standards of behaviors. If those in Greek life are made to feel they can be part of the solution, and not that they are the problem, the harms associated with Greek life can be mitigated. You can read about Penn State Greek life values here.

Sources

Chappell, Bill. “Former Fraternity Member Gets House Arrest In Penn State Hazing Death.” NPR, NPR, 1 Aug. 2018, www.npr.org/2018/08/01/634524678/former-fraternity-member-gets-house-arrest-in-penn-state-hazing-death.

“Facts and Statistics.” StopHazing, www.stophazing.org/frequently-asked-questions/facts-and-statistics/.

“Fraternity & Sorority Hazing Facts.” StopHazing, www.stophazing.org/fraternity-sorority-hazing-facts/.

“Greek Life.” END RAPE ON CAMPUS, endrapeoncampus.org/greek-life/.

Jacobs, Peter. “I Still Think Joining A Fraternity Was One Of The Best Decisions I’ve Ever Made.” Business Insider, Business Insider, 28 Jan. 2015, www.businessinsider.com/greek-life-benefits-2014-12.

Musulin, Kristin. “Voices: The Positive, Underreported Aspects of Greek Life.” USA Today, Gannett Satellite Information Network, 17 Dec. 2014, www.usatoday.com/story/college/2014/12/17/voices-the-positive-underreported-aspects-of-greek-life/37399335/.

“THON.” Penn State Panhellenic Council, pennstatephc.org/about-us/thon/.

Wade, Lisa. “Fraternities, Sororities, Greek Life Must Be Abolished.” Time, Time, 19 May 2017, time.com/4784875/fraternities-timothy-piazza/.