by Courtney Cox, Contributing Opinion
For traditional Asbury undergraduate students without prior college credit and who have not waived or tested out of any courses, 41.9 percent of the credits for a Bachelor of Arts degree will consist of foundational course requirements. This is found by dividing the maximum required foundational credits (52) by the minimum required credits (124) for the degree.
While this percentage may be surprising, the emphasis on foundational courses is much of the appeal in liberal arts education. I have confidence that I will leave Asbury a well-rounded, educated member of society with appreciation and respect for disciplines outside of my own, yet I’m left wishing the benefits of foundational courses were more tangible and applicable to my future. Foundational requirements are ultimately good, but when they’re taking up so much room in our schedules, why are they not maximizing our education in the ways they could be?
To fulfill Asbury’s fine arts foundational requirement, students must take one of five courses in music and/or art understanding, appreciation or history. Though perhaps a sufficient introduction to context, are students leaving these courses — where not much is hands-on or practical — with applicable knowledge in creative expression? Would Beginning Piano not open far more doors to the average student than Understanding Music? Would a photography course not teach a real-life skill — along with artistic appreciation — far better than Understanding Art?
Our foundational course listing limits the fine arts to music and visual art alone. Why should theatre, creative writing and interactive media not count for fine arts credit? Each of these courses provides a basis for further self-study and a tangible skill. If students had more freedom to navigate their interests, students would exit Asbury more well-rounded with true long-term interest and desire to continue learning.
Beginning next semester, a new Forensic Science lecture and lab will fulfill the science foundational requirement. This course provides an interesting option to students who likely will never have any use for a traditional biology or chemistry course while still giving an adequate introduction to the scientific discipline. The course is an excellent step in the right direction to maximizing the benefits of foundational requirements and is an example of just what we need more of.
If new and pre-existing courses continue to be added within the foundational requirement categories, students will gain from foundational courses what they are designed to do and more. The reality of foundational courses is that their effects come as a tall deck of wild cards. Foundational requirements need an upgrade. We deserve to know upfront that we will gain something useful from that 41.9 percent of our degree.
