Like many Lewis & Clark students, I firmly believe in the value of a liberal arts education. A well-rounded general curriculum better prepares students to face real world challenges and applications than traditional universities that emphasize specialization. A liberal arts approach to academics tends to prioritize learning for the sake of learning, which I have realized is something I value tremendously. The interdisciplinary options at LC are also a significant point of interest for students who feel confined by rigid departmental boundaries. The ability to freely explore various fields and tailor your academic experience to your interests is a key factor in attracting students to liberal arts schools.
However, despite my staunch support for academic exploration, the notion of taking a class outside of my intended major and minor was daunting to my freshman-year self. I largely avoided this by focusing on the requirements for my intended political science major and English minor during my first year, especially English courses.
I have known that I wanted to study the humanities since I was a kid, which is relatively common among the people I have met in my English classes. Some scientific evidence (Tracey & Robbins, 2006) suggests that interests and activities pursued in young adult life often align with childhood passions. However, in my English classes, few people expressed interest in exploring other fields. Many would take classes that fell within the humanities, but interest tended to stop there. I was often the only person in my classes who expressed interest in being a social science major.
I found it both surprising and a little disappointing that my peers did not share my enthusiasm for exploring other fields of study. Perhaps the classes I took just happened to be populated by people pursuing a major in English, but the consensus was that we were all there because we were nerds for 20th century Bildungsromans (if you know, you know). That all changed when I started my courses this semester.
Aside from my 300-level political theory class that truly only attracted political science majors and minors, most of my classes featured people from a wide variety of academic and personal backgrounds. My research methods class introduced me to some eager environmental studies and psychology majors, and my nonfiction creative writing class encourages people to engage with a myriad of interests (I am incorporating psychology, personal interviews and philosophy into my current project). However, the class that features the widest variety of students is my physics class.
If you told 16-year-old me that I would be taking a physics class in college, I probably would have withdrawn my college applications and resigned to making my living through surrogacy (all love). I had always considered myself someone who could not succeed in STEM because I struggled with math growing up. I am still afraid of all science, technology, engineering and, of course, math outside of statistics, which I actually enjoy for my political science coursework.
However, I decided I needed to bite the bullet and fulfill my natural sciences requirement. Though we are only three weeks into the course, I immensely enjoy the class. My professor is understanding and interested in helping students grasp foundational concepts. The content of the class is interesting and does not feel overly challenging. But my favorite part of the class is the diversity of its students. I feel solidarity with my fellow mathematically-challenged divas and supported by the students who have taken physics classes before. I enjoy looking around the room and seeing a wide range of students, from those who are highly engaged and enthusiastic about physics to those who show less interest and involvement.
Aside from being fun to brag about, taking physics has made me reassess my relationship with STEM. The rigor of my International Baccalaureate science classes in high school forced me to grow, but the pace was not conducive to my learning style. However, the openness of my physics professor to the notion that not every student has the same experience or commitment to the subject makes the class environment feel safe enough to ask questions and collaborative enough to ensure that everyone can succeed. Frankly, it is liberating to enjoy this subject so much after a decade of aversion to math-intensive studies. And I know with certainty that I would not have had the same experience being forced to confront my STEM phobia — at a traditional university.
Embracing all aspects of a liberal arts education has allowed me to break free from the constraints of traditional academic boundaries and explore fields of study that I previously wanted nothing to do with. Taking a physics class has not only broadened my perspectives on STEM but also challenged my preconceived limitations. I have rediscovered my love for learning. Through this journey, I have gained a deeper appreciation for the value of interdisciplinary exploration and the liberating nature of a well-rounded education.
I look forward to continuing to embrace new academic challenges with enthusiasm and an open mind. For students confined to one discipline, I encourage you to take a class in a different department. There are plenty of introductory courses designed for non-majors that are incredibly interesting and accessible. Additionally, classes with a wide range of students, like my physics class, help broaden your mind and enrich your academic experience. Exploring beyond your major can bring unexpected growth and excitement. We all can benefit from switching it up now and then. And now I get to call myself a STEM baddie.
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