“Liberal Arts Education: A Staple of the Past, Present, and Future”

A Talk Given at Fudan University

June 1, 2018

Nĭ hăo. Thank you for the warm welcome. I am Tuajuanda Jordan, president of St. Mary’s College of Maryland. I am so pleased to be in your beautiful country with my colleagues. I ask if they would raise their hands as I call their names.

• Mike Wick, provost and dean of faculty
• Leonard Brown, vice president for student affairs and dean of students
• David Hautanen, vice president for enrollment management
• Ho Nguyen, professor emeritus of economics
• Jingqi Fu, professor of Chinese and coordinator of the Fudan Exchange Program; and
• Charles Musgrove, associate professor of history and coordinator of Asian studies

What connects each of us in this space today? What is our common purpose? [PAUSE] Education – specifically, higher education. Many of the faculty and staff gathered here today have dedicated themselves to making a difference in the lives of the future generation. The students gathered here today understand that education is a major component of the path to success. The path to a better self. The path to positioning yourself to make your dreams a reality.

As educators, when we teach and mentor students, we strive to help them gain a better understanding of the world as well as of themselves. Education should be more than expanding a student’s knowledge of the physical world. It should also facilitate and enhance a student’s understanding of what it means to be human. It should deepen the student’s commitment to being a good citizen and living a purpose-filled life.

This endeavor takes more than teaching students to simply adopt our perspectives and apply our perspectives as their own. It takes more than teaching students to memorize and regurgitate facts. It takes teaching students how to think for themselves. How to develop the creative ability to apply concepts to solve a wide array of problems, creating a better world for the present and future. These students then become the leaders, innovators, and stewards of that future.

I know this has been true for me personally. Let me share a little bit of my story.

Growing up, my grandmother was one of my most important mentors. My grandmother worked hard all of her life. With only a third-grade education, she had to work long hours to make ends meet. Despite the struggles of such a lifestyle, I have fond memories of our time together. She would admonish me to do what it took to ensure I could support myself and make decisions that were based both on necessity and on what I believed that I could do. In her own way, she challenged me to strive for a world of potential that I could only dare to imagine. Thus, I attribute my pursuing an undergraduate degree in chemistry at Fisk University in the state of Tennessee and a Ph.D. in biochemistry at Purdue University in Indiana to my grandmother, a woman who had no idea such things existed, but who was my first champion.

As some of you know, I am a first-generation student – the first in my family to attend college. As you can imagine, I was not in the best position to think about and understand choices about life after high school. Who would have thought that my journey as a first-generation college student would have led me to my current position as the first African American president of St. Mary’s College of Maryland?

St. Mary’s College of Maryland. We are a:

• Public, liberal arts, honors college, widely recognized for our strong academic programs, as evidenced by our rankings:
  • Ranked fifth best public liberal arts college in the United States by U.S. News & World Report
  • A 2017-18 College of Distinction
  • A Top 25 Hidden Gem for Women in Science Technology Engineering and Mathematics by CollegeRaptor.com
  • Ranked among the best colleges by The Princeton Review
  • Named a “Best Colleges for Your Money” by Money magazine

But, like all stories, St. Mary’s College of Maryland did not start there. History began 178 years ago in 1840 with a doctor, a lawyer, and a farmer who were unhappy about the way the county was depicted in a book commissioned by a powerful leader in England. So, the three of them got elected to the Maryland State government and had legislation passed to create a special school. They did something that I call taking a visionary risk because they created a female seminary. This seminary, which might be called a combined middle school and high school today, focused on teaching women to be leaders and good citizens.  Over time, that female seminary evolved into a true high school, then a junior college, a 4-year baccalaureate college, and then, in 1992, 152 years after our founding, legislation was passed bestowing upon us the distinction of being Maryland’s “public honors college,” the first of only two such institutions in the United States.

What does “public honors college” mean? It means that we open our doors to anyone who has the intellectual potential and capacity to succeed in a rigorous and challenging – while at the same time supportive – academic environment. We have high standards for our students inside and outside of the classroom, and there is a strong sense of community because of the campus-wide support students receive. Fudan University’s shared commitment to rigor and excellence means that the student exchange programs between our institutions are well-suited.

The next few slides provide a snapshot of our 361-acre waterfront campus in which some of the best and brightest students learn, grow, and thrive.

• Small campus of almost 1,700 students
• Safe, tight-knit campus community
• Accessible to major cities on the east coast. Thus, there are always opportunities for students to enhance their educational and cultural experiences.
• Currently, we offer 24 majors and 31 minors. New for Fall 2018 are minors in astrophysics and business. Currently, the six most popular majors are: psychology, biology, English, political science, environmental studies, and computer science.
• Close interactions with faculty. We have a 10:1 student to faculty ratio, so our faculty know each one of our students individually. Our curriculum is definitely rigorous, but our faculty serve as mentors to ensure students have what they need to succeed.
• Notable four-year graduation rates, which are among the highest of any premier public institution in the United States
• Variety of internship and research opportunities. We understand that learning happens inside and outside of the classroom. In order for students to be successful after college, they need hands-on experiences with experts in the field prior to graduation. We understand the importance of this at St. Mary’s College. Our students are exposed to a wealth of science and mathematics as well as other disciplinary internship and research opportunities with faculty and our external partners.
• 29 study abroad programs with close to 50% of students participating in a study abroad experience
• We are a campus that is increasingly diverse. We welcome students from all backgrounds. In 2017-18, we welcomed students outside of the United States from the following countries to our campus to study: Aruba, Bermuda, China, France, Great Britain, Germany, Indonesia, Japan, Norway, Slovenia, and Taiwan.

As you can share in much more detail than I can, Fudan University – one of the most prestigious and selective universities in China –  shares a similar history of excellence, triumph over adversity, and commitment to educating the future generation. The student exchange programs between our institutions are a testament to our shared commitment.

At the beginning of my talk, I asked the question of what connects each of us in this space today. Our common purpose. Higher education was the response. I’d like to add that for us, it is not only education generally, but specifically, a liberal arts education. Perhaps no other type of institution of higher education does as thorough of a job preparing students for success.

Liberal arts. What immediately comes to mind when you hear the term “liberal arts”? [PAUSE, PROMPT SEVERAL AUDIENCE MEMBERS FOR ANSWERS] Traditionally, the term brings to mind things like literary classics. Elitist. The Arts and Humanities. Expensive.

The history of a liberal arts education “dates back to classical antiquity”.[1] According to Liberal Arts College Review, liberal arts stems from the Latin word “liberalis,” meaning “appropriate for free men.” Education was steeped in the Socratic Method, referring to the famous Greek philosopher Socrates. The unique Socratic Method of teaching included question and two-way dialog as opposed to one-way communication from teacher to student.

Historically, the “liberal arts tradition developed in three major stages: from the Greek tradition to the Oxford and Cambridge tradition and then to the American tradition”.[2] In the Greek tradition, a liberal arts education “was necessary for a human being to be free.”[3] Vocational and technical studies were designated for slaves. The focus of liberal arts in the Greek tradition was civic duty and development through study. In the 16^th century, the concept of humanism became the foundation for European elite institutions like Oxford. In Europe, this liberal arts framework impacted not only education but also politics, religion, and professions such as law and medicine. The roots of the American tradition are modeled after the Oxford tradition. The American tradition focused on undergraduate study using a Socratic platform. Similar to today, typically, class sizes were small, and faculty were able to concentrate primarily on teaching.

What was the goal? [PAUSE] “To achieve a kind of inner transformation: to become a human being for social good and to lead people to that ‘joy in truth’ which St. Augustine identified as the ‘truth of the highest good.’”

A liberal arts education, in the traditional sense, was for men from the upper echelons of society. And, equally or more importantly, a liberal arts education was for men of European descent. Historically, neither women nor non-white men were allowed to receive this form of education.

Historically, it has been said that a liberal arts education prepares you for the habits of mind. That mantra has led many to question whether a liberal arts education is sufficient to prepare students for jobs immediately after graduation. Because of this debate, there are some who prefer attending large universities or technical schools to facilitate their getting jobs immediately upon graduation. Those of us who work in higher education, as well as those who own businesses and/or work in a diverse array of fields, know that a liberal arts education prepares you for both a job and a career, prepares one to think in both concrete and abstract terms; better prepares one to contemplate solving problems using various disciplinary perspectives; makes one more considerate of others’ viewpoints and lived experiences; makes one more adaptable to professional and societal change; and, over the long-term, leads to a happier life.

Traditionally, “liberal arts” posed questions focused on ends, not means; virtues rather than success; and beauty, not utility. [4] In today’s world, the best liberal arts programs will focus questions on the “AND” – questions that integrate as well as examine the intersections between ends AND means; about virtues AND success; beauty AND utility. Thus, a liberal arts education generally offers broader perspectives about both the physical world and about the human experience. A few minutes ago, I stated that the term liberal arts stems from the Latin word “liberalis,” meaning “appropriate for free men.” The word “liberal” does indeed mean free. It also means freeing. Free from what, you may ask? Free from compulsion. Free from presupposition. Free from becoming obsolete in the course of an ever-changing world.

The liberal arts are powerful. Unlike many things in our world, they are not confined to a particular era. They are unique in that they transcend space, time, and place. They have no constraint. The liberal arts “investigate and evaluate the ends” for which things exist. They are “the first and the last,” “the foundation and the peak,” “the means by which we understand.”[5]

So, which is more advantageous – liberal arts or professional education? I leave it up to you to decide. In preparation for our visit to Fudan University, Professor Fu shared some materials with me. I was intrigued to learn more about the ways in which Fudan University – and specifically, Fudan College – embraces a liberal arts education.

There are elements of Fudan University that are quite similar to St. Mary’s College of Maryland. President Xu Ningsheng, like I, started his presidency in 2014. President Xu and I are both visionaries in our own right – appreciating the power of a strong foundational education and the tremendous potential of what a liberal arts education can mean for the future.

Like Fudan, St. Mary’s College is committed to empowering a new generation of creative minds. Like Fudan, St. Mary’s College seeks ways to unite ancient tradition with modern thought. Like Fudan, St. Mary’s College is a trendsetter in its own right, willing to accept anyone with the potential and ambition to do the work.

Fudan University’s Upgrade Plan for 2020 for undergraduate education “uses a fusion of courses, enabling students to widen their general knowledge in the first two years and then, in their third year, to pursue even more options, including changing their major subject choice according to their interest and ability.”[6] This plan, which cultivates lifelong skills that can be applied to a variety of careers, reminds me of our vision for St. Mary’s College of Maryland, one that we are diligently bringing to life as more than a vision but a reality. Our vision for St. Mary’s College is a rebirth for our institution and for liberal arts education. It requires that we ensure that every student engages in a holistic approach to solving real-world challenges or creating new ways to experience the world. This requires integrated programming that is both intellectual and experiential. Our vision enables students to not only graduate as thinkers but also as doers. Thus, the respective visions for Fudan University and St. Mary’s College focus on preparing students for lifelong success: personally, professionally, civically, and humanely – all things that I believe should be the ultimate goal of higher education.

What is the role of women in higher education, specifically, in this age of contemporary liberal arts education? In the United States, the percentage of college students who are female continues to increase. So much so that over the course of the last two decades, female students have come to outnumber males on most college campuses, and females graduate at a higher rate than males in most fields.  Given these data, it is reasonable to expect that the number and percentage of women in leadership positions in higher education, and society in general, are increasing. That is indeed the case, but not at the rates one would expect.

Earlier, I shared a little of my story with you – my journey from first-generation student to first African American president of St. Mary’s College of Maryland. One of the most important things on my journey that enabled me to be where I am today were mentors. Mentors are important for all aspiring leaders, but especially for women. According to a 2016 study by the American Council on Education, women hold only 30% of presidencies across all institutions of higher education in the United States.[7] I would imagine that globally, this percentage is close to the mean across the world. Needless to say, this is not a good statistic.

“Women around the world face many common barriers to higher education leadership.”[8] This is true in the United States, around the world, and in China. Of course, there are differences based on the history of our countries, but there are many similarities as well. Eliminating old ways of thinking has always proved a challenge. Old ways of thinking regarding gender. Regarding what leadership looks like. Regarding who has what it takes to ensure that any given organization retains its competitive advantage.

When you think of strong, innovative women in society, what traits and characteristics come to mind? [PAUSE, PROMPT SEVERAL AUDIENCE MEMBERS FOR ANSWERS] About 25 years ago, I gave a talk entitled “Inspiration. Aspiration. Perspiration.” This speech described what I believed at the time were things one had to do to succeed as a female scientist. At this point in my life, I include words like persistence, perseverance, networked, and humor. These four traits, especially “humor,” are essential if one, as an underrepresented minority, is to succeed and accomplish her goals and lead. However, the word “leader” and the concept of “leadership” are still male-dominated. How can we work as a community to achieve greater gender equity in a world that is often male-dominated?

In Chinese culture, “women are highly valued for being humanistic, people-oriented, and considerate to the feelings of others.”[9] As my American colleagues would agree, these “cultural scripts” attributed to women in China mirror those that are placed on women in the United States. Women who are labeled as aggressive or ambitious are often viewed in a negative light as existing outside of their intended roles. The “heavy dual burden of domestic and waged work” adds to the challenges women face on an everyday basis.

Is there a solution? As a natural scientist, I always believe there is a solution to every challenge. However, solutions for such complex issues are rarely easy and never simplistic. Nonetheless, we must continue to strive for gender equity and to lead by example. Throughout my journey as director of the Howard Hughes Medical Institute’s Science Education Alliance program and various higher education leadership positions at Lewis & Clark, Xavier, and St. Mary’s College of Maryland, I have learned that confidence in myself and my ability to effect positive and lasting change through talent identification and teamwork are keys to long-term success. Women, in general, lack confidence and too often hesitate to express their ideas and abilities, especially in the presence of men. There are historical reasons for this in many cultures, but if we, as women, are to achieve parity as leaders we must start thinking of ourselves with the same confidence as men…even if it requires stepping outside of our comfort zone.

Part of my commitment at St. Mary’s College of Maryland is to uplift others. Women. Underrepresented groups. People who face some of the same challenges as me who possess the strength and fortitude to channel the challenges into something positive. Sometimes, people ask me if I prefer being labeled as a woman leader – say a woman president – or simply as a president. Some people believe that we should judge others based solely on their merits. When I was younger, I know I thought this way.

Over time, my stance has evolved. It really speaks to my soul when a parent comes to me and says he wants his daughter to be just like me or when a student shares that my identity as an African American woman president encouraged her to attend St. Mary’s College. During these moments, I realize that I am a role model not only for the world at large but also for each and every woman and girl who dream of breaking barriers and doing great things.

This type of thinking represents the future of St. Mary’s College of Maryland. It represents the future of Fudan University. The next chapter in our stories. Access. Giving all people – regardless of their gender or background – an opportunity to make something of themselves. To pursue their dreams. This is what liberal arts education at the height of its promising future is all about. It’s what we know to be the best of what a liberal arts education has to offer.

In our increasingly interconnected world in which technology plays more and more of a primary role, “the uniquely human capacities of creativity and empathy” – epitomized beautifully by the liberal arts – are more in demand than ever.[10] What other form of education “bring[s] form and beauty, not to material objects, but to the human mind”? The liberal arts do not automatically make the world a better place. Instead, they make us better people individually, the culmination resulting in a better world.  Perhaps what we learn most from the liberal arts is what it means to be human. All of the complexities that make each one of us unique. All of the intricacies that lend beauty and diversity.

When I hear educators stating that the liberal arts are useful in the 21^st century, I want to correct them. The liberal arts are not only useful in the 21^st century. “They are useful at all times, in all situations. It is the nature of the liberal arts to pose and answer questions that undergird and justify all other human endeavors.”[11] In short, “the liberal arts are fundamental.” They are a staple of our past, present, and future.

The liberal arts: where the underdog can become the champion. Where the first-generation student can become the college president. Where the blossoming dreamer can become the confident person who changes the world for the betterment of humankind and humanity.

Thank you.

 

[1] History of a liberal arts education (2017). In Liberal Arts College Review. Retrieved from http://www.liberalartscollegereview.com.

[2] Jiang, Y.G., & Guo, H. (2017). Transcending the nature of refinement: The policy development on liberal arts education in China. Chinese Education & Society, 50, 268-283.

[3] History of a liberal arts education (2017). In Liberal Arts College Review. Retrieved from http://www.liberalartscollegereview.com.

[4] Schmidt, C.D. (2017). Beyond utility: The liberal arts and the ends of education. Independent School, 24-28.

[5] Schmidt, C.D. (2017). Beyond utility: The liberal arts and the ends of education. Independent School, 24-28.

[6] Pickus, N., & Godwin, K.A. (2017, November 20). Liberal arts innovations in Chinese higher education. Inside Higher Ed. Retrieved from https://www.insidehighered.com.

[7] American college presidency study. (2017). American Council on Education. Retrieved from www.acenet.edu.

[8] Zhao, J., & Jones, K. (2017). Women and leadership in higher education in China: Discourse and the discursive construction of identity. Administrative Services, 7(3).

[9] Zhao, J., & Jones, K. (2017). Women and leadership in higher education in China: Discourse and the discursive construction of identity. Administrative Services, 7(3).

[10] Schmidt, C.D. (2017). Beyond utility: The liberal arts and the ends of education. Independent School, 24-28.

[11] Schmidt, C.D. (2017). Beyond utility: The liberal arts and the ends of education. Independent School, 24-28.