At yesterday’s Honors Program retreat I explained why above all else I value student engagement. I prepared my remarks with these notes.
If you have ever talked with me about grading you know that above everything else, I value engagement. I want students–
- to develop a personal relationship with course material,
- to examine how what we read and discuss relates to the world they live in
This week I was thinking about why engagement is so important to me. Teaching engaged students is fun–but that’s not the only reason. While I was considering this question I was reading the sophomores’ essays in response to the prompt What’s the Purpose of Higher Education? Also while I was considering this question former Boston University President John Silber died. Without Dr. Silber most of you would not be here. More than anyone he gave Boston University a national reputation.
His death brought me back to 1971, when I, like Dr. Silber, started at BU. I was admitted to the Division of General Education–“DGE,” or “Deege.” DGE was a two-year honors program, more akin to Kalichand Honors College than the School of Management Honors Program, but our student profile was similar to yours. (Dr. Silber killed the program in the mid-1970’s, a few years after I completed it.)
At the start I enjoyed DGE’s small classes, smart students, accomplished faculty, and interesting content. Soon, though, I disengaged, and grew detached. I began to ask–
- What’s the purpose of these courses?
- Why am I here?
I didn’t have satisfactory answers. In the second semester of sophomore year my disengagement became so pronounced that one of my professors told me to stop coming to class because he did not like my influence on class dynamics. He offered to let me complete the curriculum as an independent study.
I accepted. I completed the course as an independent study and received an A. I then dropped out of Boston University before my junior year.
I worked, traveled, had adventures, and thought about whether I should go back to college. I returned to BU after a year, motivated enough to perform well.
My lesson in engagement began soon after I returned. Through a political science internship I started working at an organization that provided legal services to state prison inmates. Within two weeks I was spending all my non-academic time in the Project’s offices or at the maximum security prison in Walpole, representing convicted felons. What’s important is not the activities that engaged me but the fact of my engagement. I learned the difference between doing something because it was expected and doing something with purpose, engaging so fully that it changes how you see life itself.
Some of the sophomore essays were cynical about the purpose of their education. Being cynical about something requires intellectual and emotional detachment from it.
Engagement makes detachment and cynicism wither and die.
The Chinese proverb that ends the Outward Bound Thompson Island video touches on this–
- Tell me and I’ll forget;
- Show me and I may remember;
- Involve me and I’ll understand
We’re here today to get involved with and understand service. Performing service is a requirement of the Honors Program. Not so you can go through the motions of an experience and list it on your resume. It is because meaningful service requires engagement.
I know many of you are here only because you are required to be, because you would not want to face Amelia if you missed the retreat. You are here because you are “excellent sheep”–a reference that the freshman and sophomores understand.
I ask that you do one thing.
If you approach today with eye rolling or cynicism, store your detachment in your backpack with your extra pair of socks.
- Engage with the program
- Engage with your friends
- Engage with the dozens of Honors Program students from the other cohorts whom you don’t know