In the context of our course – in which we make the case that the liberal arts experience should help students to reflect on their identity and agency in this complicated, promising century – how is Middlebury really getting it right? How should Middlebury change?
Plus: Generally, the professors at Middlebury are engaging, supportive, and truly care about their students. This goes a long way in allowing students to connect with their professors and take ownership of the class material.
Delta: Middlebury should increase the number of engaged learning opportunities available to students. Such opportunities, with an emphasis on experiential learning, are crucial in relating to students the importance of their Middlebury education.
Plus: I think Middlebury does a fantastic job of educating the whole person both the mind and the soul. Through my rigorous academic work at Middlebury, I gain not only stronger critical thinking, writing and communication skills, but I also become a more aware, engaged and empathetic individual.
Delta: I agree with Ellery’s point. I feel the school should do a better job of fostering conversations around the holistic and unique value of a Middlebury education. I Middlebury students are committed and energetic individuals with the intention to create good in the world, but at times, the stress of the academic culture prohibits productive conversations about what we can do with what we’ve learned and how we can best serve.
Plus: The Middlebury community has a stimulating pulse and energy to it. There is a drive to absorb, to learn and to question, a hunger for knowledge.
Delta: Middlebury should help us better see who we are, and what skills we have acquired while we are here and once we leave. We may not graduate here with an engineering degree but we are leaving with something much more powerful; our skills should be honored and highlighted so that we can see how to meaningfully apply them to our futures.
Plus: Middlebury equips students with good critical thinking, communication, and interpersonal skills and produces thoughtful, well-rounded graduates.
Delta: Middlebury should work harder to help students with “meaning-making” — with finding a purpose beyond academia. Many students (especially seniors) feel quite capable and yet lost, unsure of what to do next with the education they have received.
Plus: I think Middlebury does a great job insulating its students from the market demand for vocational credentials. By pushing back against the general current towards pre-professional programs, we allow our students uncommon leeway to pursue their genuine interests without undue worry about future employability.
Delta: Middlebury should be more intentional in its admissions process about insisting upon students with demonstrated social interest. It has become apparent to me that someone’s intelligence — the kind reflected by grades and standardized-test scores — is a poor indicator of their ability or willingness to “engage the world” (to quote the College’s mission statement).