n In “Phasing out CGS,” (page 4, Oct. 17) The Daily Free Press’ editorial board suggested that Boston University should consider eliminating a successful liberal arts program that has provided thousands of BU students the experience of a small school within a larger university.
In the editorial, the College of General Studies curriculum was accused of being akin to that of a high school syllabus based solely on the fact that its students follow a clearly delineated two-year course schedule. What the editorial board neglected to consider was that during those four semesters, the CGS academic program provides its students the opportunity to experience an array of different, but related, fields. As a former CGS student, I was offered the opportunity to participate in courses I might never have taken part in on my own.
Yes, at times I was slightly frustrated with the required curriculum. But you would be surprised how articulate and well-written you can become when you must learn to write essays based on research and experience rather than assumptions and second-hand gossip. In addition, Capstone – the sophomore year research paper – was an assignment that demanded the same investigative effort, time commitment and group collaboration as the semester-long company analysis team project I undertook in SM299 – the intensive six-credit introduction to management course.
Not unfair, though, is the editorial board’s suggestion that CGS students should meet the same standards as any CAS student. Contrary to popular belief, we have and we do. I have found that CGS students in my COM, CAS and SMG classes have an awareness of issues well beyond communication and business. This consciousness is the product of a liberal arts education that does not pressure the student to plunge into specific areas of study. And after we do get into these other schools within BU, we must work just as hard as anyone else to get out and graduate.
The benefits of the CGS program far exceed the convenience of “socializing” with the same 100-plus students every day. The team-teaching system not only helped me to establish close relationships with my peers but also supportive relationships with my professors, one of whom I still consider a mentor way into my senior year in COM.
One thing the editorial board got right, however, was that administrators should rethink the impact this school has on BU’s 10 others – the College of General Studies should receive much more recognition (and I suggest an increase in funding, now that we are on the subject) for its personal approach to assisting each student to succeed in college. Furthermore, CGS students should get more credit – not only for continually infusing BU’s 10 other colleges each year with their ideas and experiences – but also for their tolerance of narrow-mindedness and ignorant accusations.
Amy Cao CGS ’04 COM ’06