Are Core Classes Really Worth It?

Schedules are curated by each individual student, but they tend to be creatively limiting. Restrictive major specific credits often include filler classes unconnected to a student’s field and leave no room for alternative course options.

A strict credit amount to qualify for graduation takes away from the mistakes and academic discoveries that should be the focal point of college academics.

Within the horticulture major, for example, there are seven classes specific to the major and these few classes are split between science and landscaping foci. Only twenty one credits of the 120 needed to graduate deeply relate to the major’s field of study. The bulk of classes are introductory chemistry and biology needed as prerequisites for other upper division biology courses. Mycology, which is now becoming a wider horticultural field, is not listed within the elective options. It turns out that the class is only available every other year and is limited to only fifteen students.

Due to the overlapping prerequisite classes between majors, access to these upper level classes that teach new and more nuanced topics are delayed. This forces students to fill in gaps usually with core classes. The core requirements are an effective way for students to experience many different sides of the university because credits are needed from each main academic discipline. For someone undecided this may be a great way to get an idea or hone a specific idea; however, forcing students into other fields may not be especially helpful. The core system would work as a generalized credit amount needed outside of the major requirements. If students wish to diversify themselves and focus on curricula completely outside of their field, this system would cater to both people seeking comfort and creativity. Without room for experimentation at the highest level of education, an individual’s availability for self-improvement diminishes.

Each major is designed to keep a student busy for three to four years. Everything seems to be built toward keeping a student within their desired field, which makes the core classes seem a bit hypocritical. If a student wishes to take art classes, then they would have to do foundations of art in order to take ceramics. The only class that is an exception to this fact is sculpture. This is an instance where prerequisites are being implemented selectively to limit the amount of people in highly trafficked classes. This tactic dissuades students from pursuing other fields of study. Selecting a minor or specific core credits can only draw out the inevitable burnout. Many seniors have the opportunity to become an active participant in their field, but before reaching these capstone classes, students must prepare themselves for yet another lecture within their major.

The current design of the core credit system and major requirements limit the available course options for a student. These strict numbers are reinforced by a prerequisite system which dissuades students looking to broaden their knowledge in multiple areas; creating a never-ending battle for academic interest.