Editorial: Integrate the sciences
Issue date: 2/27/09 Section: Opinions/Editorial
Science is everywhere in our lives. From cell phones to vending machines, cars to plastic bags, science's role is undeniable. It is curious then that so many of us complain about having to fulfill a science requirement. Science is an important component of knowing how stuff works and possessing a better understanding of ourselves.
We may not need to know the specific physics equations for an object's acceleration and trajectory, but the concepts underlying are constantly present in our lives. Many of us find our science requirement annoying for two reasons. It takes time and credits away from our other interests, sometimes forcing us to fulfill the requirement instead of taking a class in our major that we may not have the chance to take again.
Second, science classes build off each other more linearly than many other disciplines, so when we do take that one class, it's often focused on laying the less-interesting groundwork. Requiring two science classes would allow us to get to the more substantive material, but that forces us to give up more of our major-specific courses - a sacrifice we are unwilling to make.
A compromise would be to increase the number of science-related interdisciplinary offerings. Sound and Music, offered in the physics department, forms a bridge between music and science, while still maintaining a strong foundation in the sciences. By marrying our interests with a related science, we can expose ourselves to this essential education component while shaping its application toward our future plans. Course like Environmental Journalism, offered in the English department, could achieve this goal by augmenting the preexisting science presence.
Science is not an easy discipline to grow. It's an expensive investment that must be constantly reapplied. Strong facilities are essential to attract students and high-profile faculty. Professors like Sheldon Solomon and Michelle Frey are key to drawing students into introductory classes and piquing their interest. When you find these engaging instructors, you make sure you keep them, especially at small schools like Skidmore that are seeking to grow their science departments.
Some of the most exciting learning experiences come when you get people from the sciences and humanities together in the same classroom. Distinctive perspectives arise from the discussion that neither group could produce on their own. Though frustrating at times, when both sides can make the other understand their views, the process is truly gratifying.
We may not need to know the specific physics equations for an object's acceleration and trajectory, but the concepts underlying are constantly present in our lives. Many of us find our science requirement annoying for two reasons. It takes time and credits away from our other interests, sometimes forcing us to fulfill the requirement instead of taking a class in our major that we may not have the chance to take again.
Second, science classes build off each other more linearly than many other disciplines, so when we do take that one class, it's often focused on laying the less-interesting groundwork. Requiring two science classes would allow us to get to the more substantive material, but that forces us to give up more of our major-specific courses - a sacrifice we are unwilling to make.
A compromise would be to increase the number of science-related interdisciplinary offerings. Sound and Music, offered in the physics department, forms a bridge between music and science, while still maintaining a strong foundation in the sciences. By marrying our interests with a related science, we can expose ourselves to this essential education component while shaping its application toward our future plans. Course like Environmental Journalism, offered in the English department, could achieve this goal by augmenting the preexisting science presence.
Science is not an easy discipline to grow. It's an expensive investment that must be constantly reapplied. Strong facilities are essential to attract students and high-profile faculty. Professors like Sheldon Solomon and Michelle Frey are key to drawing students into introductory classes and piquing their interest. When you find these engaging instructors, you make sure you keep them, especially at small schools like Skidmore that are seeking to grow their science departments.
Some of the most exciting learning experiences come when you get people from the sciences and humanities together in the same classroom. Distinctive perspectives arise from the discussion that neither group could produce on their own. Though frustrating at times, when both sides can make the other understand their views, the process is truly gratifying.
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