Reply to comment

The following pie charts are the results gathered from 32 current Bryn Mawr students. Although the results did not always give the predicted results, quotations pulled from the survey that support our claims are included under each graph.

Our predicted outcome was actually opposite. Below are some quotes that supported what we expected. "I'm too worried about not being able to finish in four years or having too difficult a course load during any one semester to really have a lot of freedom." "I came to Bryn Mawr initially expecting to major in something else, and found through taking other classes my true passion."

The results on this question are split down the middle. Although we were rooting for "yes," this outcome might demonstrate students' reluctance to change. People who chose "yes" had ideas like, "Two semesters instead of four would allow me to explore further options and actually appreciate learning another language," and even a radical, "I am not convinced that there is a reason to have any language requirement at all... why emphasize this over other skills or disciplines?"

We predicted the complete opposite of these experimental results. Related to the first question, we wondered if entering students felt rushed to fill requirements and would take classes similar to those of their previous year (math, science, english, language). Apparently this is not the case.

Most people agreed with our predictions. Having multidisciplinary classes without the fear of them destroying a student's GPA liberates a student from taking narrowly focused courses. As one participant said, "Multidisciplinary is always very interesting and important for creating well rounded students."

We assumed students would appreciate writing-focused courses. Students were peeved by the idea of a mandatory writing course every year. "Not sure how I feel about this; I wouldn't want such a course to be mandatory," is a comment one student left regarding a mandatory writing course each year.

Most people love work experience! Some opponents said, "If it were required, no - senior year is hectic enough. But as an option, definitely." Others said, "YES YES YES," and, "I think that would be an excellent idea. Sometimes Bryn Mawr provides you with all these resources but then you are kind of on your own to figure out when to do it and how to fit it into your schedule...it'd be great if there was like a mandatory 6 week requirement where ALL seniors did an internship/externship. We actually sort of had something like this at my high school... for 3 days or so before graduation all the seniors had to "job shadow someone."

Now onto the faculty. We sent a survey geared towards their perspectives. We asked a question along the lines of the fourth question in the students' survey: "Do you think students would be interested in taking exploration courses that don't affect their GPA? ie. "DNA Through the Ages" (multidisciplinary science and history) "Medieval Architecture and Cities" (history, math, cities)".

And there was 100% approval. One professor said, "I think that offering such an option could stimulate interest, invite students to take academic risks, and legitimize exploration."

The three professors were more on our side. One even went so far as to say, "I don't think a language requirement should be emphasized over other skills/disciplines." By lowering the language requirement, students have a greater freedom to try other fields of study.

When asked,"Do you think it's beneficial for students to have a six week writing course every year geared towards their skills/needs?" they all responded the second highest form of agreement: Somewhat Beneficial. Similar to the students, they were concerned that the courses should be optional and also what department would be responsible for teaching these writing courses.

All professors approved the question, "Would you find that a six week internship/externship built into a student's schedule would be beneficial for their future?" Work experience is key, and although a good curriculum can help a students on her path, a very effective way is to get her out there to experience the "real world." Having this built into a student's schedule gives her flexibility between her final year(s) in college to the working world and serves as a good transition.