Essay on UCSB as a Rationalist Organization

Critical examination of the four liberal arts breadth areas, in their natural state, demonstrate that each area of study brings value and purpose to life. It is important to focus on developing weaknesses to gain fulfillment while using strengths to help others succeed.

As a student affairs practitioner I believe I am a cornerstone of the higher education experience. I have made it my mission to help students be the best version of themselves for the benefit of not only them, but of society at large. I work to help create not only educated students, but also engaged members of a global society.

In a time when human endeavor was being redesigned, as industries, philosophies, and sciences were growing and affecting the world, Newman wrote an essay explaining the ideas and goals for seeking a liberal arts education. He states in his thesis that the function of such education, “is that of training good members

Since my visit to UM two years ago, I have imagined being a part of its culture of diversity and its campus full of amazing facilities. Through a college education there, I know I can place my studies in a bigger context that includes multicultural perspectives, global human and environmental needs, the role of technology and creativity, and service to our

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

This paper is separated into two parts that are connected. The first part will cover my beliefs about higher education focusing on my Student Affairs philosophy while integrating theories and work from current or previous successful Student Affairs professionals. The second part will also discuss my beliefs, foundation of my faith, my strengths, my challenges, my beliefs, my values, and my goals.

This excerpt from the College of Literature, Science, and the Arts’ (LSA) mission statement, “…provides students with adaptive skills to solve problems,” supports my objective of hopefully using mathematics as a nexus to solve some of the country’s inexcusable societal shortcomings. And as an aspiring pure mathematics major, this excerpt from the Department of Mathematics’ mission statement, “…to further the field of mathematics and bring its power to bear in the solution of problems for the good of mankind,” completely aligns with my passionate commitment to my objective. Feeling supported and having the same operational intents of the College and Department to which I hope to transfer and study lays the foundation for my attraction to LSA.

UChicago’s ideology, like my own, is applied to panoply of disciplines. The Core would allow me to attain a broad knowledge base, while the flexibility of the curriculum would allow me to explore novel topics

Union University could easily be misconstrued as having a fundamentalist identity. Culturally, Union shares traits with fundamentalist institutions, such as strict curfew rules, ban on the use of alcoholic beverages both off and on campus, as well as limits on public displays of affection. Union also has a policy against dancing at campus-sponsored events in Section V under community values in the campus life handbook. According to the same handbook, Union University establishes rules and barriers to encourage and strengthen its community of believers so that they may become leaders of the Christian community within the university and beyond. Essentially, Union’s rules and guidelines are what construct the “Union Bubble.” However, the bubble

As a student at the University of Southern California (USC) Rossier, my contribution to the professional and academic community is to increase critical thinking, develop knowledge and build curiosity and questions among my peers in an impactful manner. I can refine my skills as I perform in a challenging field that I am enthusiastic about. The USC Rossier educational program will guide me towards a fulfilling career that is enticing to my goal of providing a service that improves society and build upon other skills and abilities to create creative and innovative ideas in the field of education.

One way or another, all agree that a graduate of the liberal arts will be far better equipped for the uncertainties through the influence of a liberal arts education; however, they do not share similar views concerning how that outcome is acquired. Ungar holds the view that a liberal arts education is receiving more scrutiny than necessary while Hacker and Dreifus scrutinize the structure of current college education. Meanwhile, Wallace does not suggest that a problem exists in education, but rather, the problem is the misconception of what results. Of course, it is impossible to create a perfect form of education; not every person can be satisfied with the current state regardless of what changes are made, and in my view, it is best to acknowledge this reality and shift the focus of scrutiny elsewhere—such as the views of Ungar and Wallace. Although Hacker and Dreifus offer wonderful advice, I still maintain that the focus of scrutiny should be on the education itself; however, structural improvements of education should never stop. In sum, I support Hacker and Dreifus in their concern to improve the quality of higher education; however, to me, satisfaction will always be the unattainable

“It is not the job of a university to be a harbor for social or political change, considering that requires taking a hard stance on what constitutes good social or political change in the first place. It is a university's job first and foremost to educate, to expand student's pool of knowledge, and to provide an environment which makes it's students strong and prepared to take on the world with all their intellectual capacity.”

Finally, Noddings poses the question, “Does the study of traditional liberal arts best prepare students for full and satisfying lives?” (Noddings, Aims, Goals and Objectives, 2007). She concludes by reiterating the need for aims-talk and stating “The fundamental premise of democratic life is the belief that all competent citizens can participate in political decision-making” (Noddings, Aims, Goals and Objectives, 2007).

A university's job is create responsible adults. While they educate students on paying bills, owning a home, and living away from caretakers they must also educate students on the responsibility they have to the environment. "Whose responsibility was Chernobyl?" (Orr) Orr asks to illustrate how hard it is to assign blame to environmental issues because they problems are just so large. If everyone takes blame than everyone will strive fix troubles. "Knowledge of how to do vast and risky things has far outrun our ability to use that knowledge responsibly." (Orr) One of Einsteins biggest regrets was the push