The Debate About Undergraduate Education

On Friday, at the 2011 Commencement ceremony, I handed out the Pinanski Prizes for Excellence in Teaching to three faculty honorees this year. As I read excerpts of their citations, I was inspired to think about an obvious fact we too often lose sight of: good education can not exist without good teachers.

The Pinanski Prizes at Wellesley are a significant honor to the few who are chosen.  I think they are also an important symbol to everyone in our community.  They signal the College’s understanding that good teachers and inspired teaching is, and has been throughout our 136-year history, the single most important factor in making Wellesley the great institution that it is.

Certainly, Commencement is a day to celebrate our graduating seniors. And they absolutely deserve that.  But an important undertone to the day is about the faculty, and the role they play in the lives of students.  The faculty’s effect on the Class of 2011 became quite evident as I watched our graduating seniors rise to give a standing ovation of appreciation to the faculty they had come to know in the previous four years.

The power of teaching should not be a revelation to anyone. We all know that good teachers and good teaching are the bedrock upon which our educational system rests, the sine qua non of a good undergraduate education.  But this seems often to be forgotten.  As I watch the current debate about and politicization of higher education spinning around me, I see little evidence that this basic truth is recognized in arguments about higher education.  The public’s frustration with our economy and our politicians’ defensive reaction to that frustration has led, among other things, to an attempt to discredit the effectiveness of higher education in our country.  Our higher education system has served the country and the public very well over the past century, and, in large part, it explains the U.S. preeminence in the world.  The impetus of the current attacks on higher education seem to derive from those looking for instances of failure and then generalizing that failure even to the large segment of higher education who is doing it right.  To those who truly understand the purpose and function of undergraduate education, it really comes down to good teaching, which is something that is not subject to meaningful cost-benefit analysis.  My fear is that the political climate will lead to actions that will diminish—rather than improve—the effectiveness of our colleges and universities.  I fear many want to throw the baby out with the bathwater, or whichever analogy you prefer.

I think we—and other institutions, as well as lawmakers and the general public—don’t celebrate our faculty enough, nor do we sufficiently appreciate the job they do.  I am proud that last Friday, at least for a few moments on the Academic Quad, we recognized the important work of three of our esteemed colleagues, and the faculty at large.

One thought on “The Debate About Undergraduate Education”

  1. Your concern about higher education recalled to me a remark you made at my 55th reunion. You said that we probably didn’t appreciate the great liberal arts education that we received at Wellesley. Dear lady, nothing could be farther from the truth. I and several of my classmates came from families who had just survived the depression and yet who valued a liberal education so highly that they made enormous sacrifices to send us to Wellesley. My father had been diagnosed with a terminal illness but he and my mother said that my education was more important than any other concerns. I really don’t know how they afforded my Wellesley education but just before he died in February of my senior year my father told me,”You will always be all right because you can do anything.You have an education that will take you wherever you want to go.” What greater gift could a parent give a daughter?

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