My younger children, who do not have the necessary life experience to understand all the things they do not know, have been uniformly confused about my early college schedule. They could not understand why their mom’s assignments in Comp I and II, Algebra, and World History looked a lot like the very same things they were doing (or had recently observed their older siblings do) in high school. They could not fathom the reasons that an “adult” would need to take the required core classes.
“They just want your money.”
While I conceded that the university system does, in fact, need money (at the very least we need the professors to show up and they, in turn expect to get paid), I assured them that was not the only reason core classes were a good idea. I attempted to explain about the well-rounded nature of a good education. They were unconvinced.
Now, four full and a summer semester in, I don’t blame them. My explanation was incomplete. In each of these core classes, I learned things that were nowhere on the syllabus. I can’t even be sure they were intended. I am, however, certain these transferrable skills are applicable throughout life and as valuable as anything on the rubrics.
Critical Thinking
Because of my travel schedule, I knew that most of my on-campus classes would have to take place during the spring semester. Therefore, I attempt to schedule the classes I am especially excited about for that time. Introduction to Philosophy was my first on campus class and it was everything I hoped it would be. A major assignment was an essay relating philosophical concepts to personal life. I appreciated the layout of this assignment as it reinforced the practice of compendious thought. The art of taking various points of knowledge, relating them at the cross overs, and associating them with real world application is a skill that, when mastered, elevates professional innovation and communication.
Communication
Writing essays for Composition I (aside from convincing me that everything was possibly plagiarism) taught me that I needed a firm grasp on the rules – this was a prerequisite to being able to artfully and intellectually breaking them to create a better argument.
Composition II was the exploration of that lesson. When given the freedom to decide my own topic of research, I learned that, when properly approached, there isn’t much that cannot be viewed through an academic lens. The result – a pretty great account of why women are one of whiskey’s most important contributors.
Information Literacy
The American Government and United States History classes were heavily discussion based. These were interesting as so many topics covered carry strong opinions. Papers written for these classes concerned the electoral college, media bias, Karl Marx, and Adam Smith. In these classes I learned a great deal about identifying credible sources. A great deal of opiniated information is presented as fact. Being able to separate these viewpoints from reliable information was valuable in creating convincing arguments. While I have always prided myself on separating the news from the spin, discovering even more credible sources has been useful.
Analytical Reasoning
College Algebra was a counterbalance to that idea; I find balance particularly important and grounding. This class, while still academic, was objective where others are subjective. Some answers are just wrong. Some rules cannot be broken. Some things are simply facts. The midterm and final examine did not ask me to argue for my answers. I just had to apply the proper formula and compute the only correct one.
Introduction to Psychology was also heavily discussion based with no major assignment outside of the multiple-choice final. As it was in my first semester, and it had been a really long time since I had to learn and perform in that manner, I knew I had to learn and implement effective study techniques. I bought a book called Make it Stick by Peter Brown. I learned a great deal about schedules, review, and refreshing in a way that promotes long term memory and understanding. I also learned that, while I enjoyed the class very much, I was right not to make psychology my major.
Project Management
I completed World History II over a 5-week summer minimester. I was reminded that with enough coffee, anything was possible. I learned, aside from the syllabus objectives, that each class had to be taken as it was presented. There was no room for a misstep. The course grade consisted of four weekly quizzes and one final exam. I didn’t like the format, but no one asked me. I just had to accomplish the task as it was given, not the way I wished it would be.
Adaptability
In all honesty, I was not excited about the science classes. I have very little interest in the field. I scored big with my Introduction to the Earth professor. I had a good deal of trouble with a major lab assignment requiring rock identification. Because this was an online class, there had been no firsthand, in person visual instruction. Trying to deduce nuances in rocks by pictures on the internet Is harder than one might think. But the professor had already proven to be passionate about both the field and the art of teaching. I felt very comfortable asking for help – well, as comfortable as I can be asking for help. Having to take a class outside of my comfort zone reinforced the importance of teamwork and asking for assistance when I needed it.
The Introduction to Astronomy class, in contrast, was not my favorite experience. The material was tough and researching the unfamiliar topics was challenging. There was very little instruction as the material was presented in a checklist type fashion. One of the major projects was to analyze information on star ages, formulate an argument for the age of the universe, and create a poster displaying the information. I felt caught between a PhD program in astronomy and middle school arts and crafts. However, I learned how to better use the online library and research center. It took a whole pot of coffee, but I got it done. While I would not like to repeat the experience, I am appreciative of the research skills I learned.
Cyclopedic
Throughout the two years of study, I get better at the life skills it takes to be a successful academic. I have learned to put the time in to the basics so I can experiment with the possibilities later. I have learned to balance time, energy, and ideas. I am developing a style that works to my strengths and compensates for my weaknesses.