Kendrick-Holmes: What are universities really supposed to be doing?
As the University of North Carolina at Greensboro (UNCG) debates which academic programs to cut from its budget, there is a growing call to reevaluate the fundamental role of universities altogether.
Rather than simply deciding what to eliminate, some believe it’s crucial to first ask what a university should truly be doing.
While the administration may argue that their decisions are based on programs that performed well in the rubric, such evaluations may not capture the full value of certain courses or programs.
At a recent forum, Daniel Kim, a lecturer at UNCG, passionately pleaded to spare the Korean language program, despite its lack of a major or minor and its small size. Kim’s students, such as Jessica Williams, a business major, also voiced their support, highlighting the quality of his teaching and the high enrollment numbers in his classes.
This plea and the subsequent reflections on personal college experiences have prompted deeper questions about the aim and impact of university education. Reflecting on their own college days, individuals often find that the classes that prepared them most for their adult lives and careers were not necessarily aligned with their majors or current occupations. Courses like music appreciation, drawing, geology, and even unconventional topics like the history of science have made a significant impact, thanks to caring teachers who fostered a love for learning.
These sentiments have gained traction beyond UNCG. Florida’s education commissioner, Manny Diaz Jr., recently announced the elimination of sociology from the state’s higher education system. The focus has shifted towards exclusively preparing students for high-demand, high-wage jobs. While career preparation is undoubtedly important, it is equally crucial for universities to be places where individuals can explore personal interests, discover their passions, and develop a sense of self.
For many students, choosing a major and following a prescribed curriculum is a straightforward path. However, for others, the journey may be less defined. These individuals may find themselves exploring different fields, taking on various part-time jobs, and pursuing creative endeavors. Such multidimensional experiences can shape individuals in profound ways, even if they don’t lead directly to a specific career.
The true purpose of a university should be to provide a platform for individuals of all ages to unearth their identities, explore their interests, and determine what they want and don’t want in their lives. It’s about fostering personal growth, facilitating self-discovery, and equipping students with a broad range of skills that extend beyond the demands of the job market.
Ultimately, universities should create an environment where diverse individuals can flourish and unlock their full potential. It’s not just about producing graduates for the workforce; it’s about empowering individuals to become well-rounded, curious, and engaged members of society.
As discussions continue regarding budget cuts and program eliminations, it is essential to weigh the long-term impact and the true value of the educational experiences universities provide. This introspection may lead to a reevaluation of priorities and a renewed emphasis on the holistic development of students.
Dimon Kendrick-Holmes is North Carolina editor for Lee Enterprises.
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