Janice Lozano
Students in college are increasingly concerned about paying for courses that may not be necessary for their degrees or career paths. While some argue that these courses provide a well-rounded education, others feel they are a waste of time and money. With the cost of education rising, students are questioning whether they are getting value for money, especially when taking on excess credits that extend their degrees and incur more debt. This issue is particularly pronounced for community college students, who make up 40% of undergraduates in the US. So, are students in college paying for useless courses?
| Characteristics | Values |
|---|---|
| Undergraduate students taking too many classes | Average graduate of a four-year college takes an extra 12 to 15 credits |
| Excess credits | Students who obtain a two-year associate's degree complete 22 excess credits |
| Reasons for excess credits | Exploring different subjects before deciding on a major, fulfilling course requirements, maintaining financial aid |
| Examples of "useless" courses | STEM for non-STEM majors, physical education, theatre, philosophy, ancient languages |
| Purpose of general education courses | Introduce students to new perspectives, broaden knowledge, cultivate diverse skills |
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What You'll Learn
Excess credits and financial aid
Students in the United States are taking far more courses than they need to graduate, with the average four-year college graduate taking 12 to 15 excess credits, and community college students taking 22 excess credits on average. This is partly due to students changing majors and having to fulfil different course requirements, and partly due to the need to maintain financial aid.
To qualify for financial aid, students must complete the Free Application for Federal Student Aid (FAFSA) every year and maintain Satisfactory Academic Progress (SAP). This means achieving good grades and completing a certain amount of coursework within a specified time frame. There is a maximum number of credit hours for financial aid per semester, and if a student goes over this amount, they will no longer have access to financial aid. This is known as the 150% rule, which prohibits students from going over the normal graduation time frame (six years for a bachelor's degree and three years for an associate's degree).
Financial aid rules require students to maintain a certain course load, so if a required course is not available at a time that fits their schedule, they may be forced to take an unnecessary class to maintain eligibility. This is a growing problem on many campuses, as colleges are reducing the number of sections offered for each class. Additionally, students may take on excess credits in hopes of getting into a selective program, such as nursing.
While some view these excess courses as a waste of time and money, others argue that they serve a larger purpose. They introduce students to new perspectives, broaden their knowledge, and cultivate diverse skills that can be valuable beyond college. Ultimately, the 'usefulness' of a course depends on what a student puts into it and takes away from it.
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Courses unrelated to degrees
While some students may find certain courses irrelevant to their degrees or career paths, others argue that these courses serve a larger purpose. The goal of college is to provide a well-rounded education that extends beyond a student's chosen field of study. These general education courses introduce students to new perspectives, broaden their knowledge, and cultivate diverse skills that can be valuable in life beyond college. They can help students understand their roles in society and how they can contribute to it.
However, there are cases where students take on an excessive number of credits, incurring additional costs and time. This may be due to various factors, such as fulfilling course requirements, exploring different interests before deciding on a major, or maintaining financial aid eligibility. For example, community college students who transfer to four-year schools within their state may end up with 27 to 29 excess credits, according to a working paper by Jenkins in 2017.
Some students may feel that certain courses are unnecessary, especially when they are unrelated to their degree or major. For instance, a student pursuing a non-STEM field may find advanced math or science courses less valuable. Similarly, elective classes like theatre or sports may be considered unnecessary by some, even though they provide opportunities for skill development and exploration of interests.
The perception of a course as "useful" or "useless" is subjective and depends on an individual student's goals and interests. While some courses may not directly translate to job prospects or financial gains, they can still contribute to personal growth and a well-rounded education. Nonetheless, it is essential to strike a balance between offering diverse educational opportunities and ensuring that students are not burdened with excessive credits or costs.
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Uselessness of STEM for non-STEM students
The perception that non-STEM degrees are useless persists, with some believing that they do not lead to high-paying jobs or are less academically rigorous. However, this notion is misleading and false. While STEM fields encompass science, technology, engineering, and mathematics, non-STEM careers form a significant part of the economy and include essential professions such as lawyers, authors, artists, teachers, and filmmakers. The idea that non-STEM majors are inferior often stems from a narrow focus on financial gain or perceived difficulty, neglecting the diverse skills and knowledge that non-STEM degrees offer.
Non-STEM degrees provide a broad education that can lead to numerous career paths. For example, a student with a double major in communication media and Spanish may aspire to become an international journalist, leveraging their language skills and media expertise. Another student with an art history degree can pursue various art world opportunities or explore fields like education and architecture. The key is to recognize that the specific degree does not always determine the exact career path, and graduates can apply their skills and knowledge in innovative ways.
The perception of uselessness also stems from the belief that non-STEM degrees are less challenging or less valuable in the job market. However, this notion is flawed, as it reduces the value of education to financial metrics. Non-STEM degrees cultivate essential skills such as critical thinking, creativity, and communication, which are highly valued by employers. Furthermore, the job market is dynamic, and non-STEM careers can offer stability and growth potential that may not be present in certain STEM fields.
Additionally, the notion of uselessness can be influenced by personal interests and biases. Someone passionate about STEM may consider non-STEM subjects less interesting or relevant, contributing to the perception of uselessness. However, this ignores the fact that different people have different passions and interests, and what may be useless to one person may be invaluable to another. Recognizing and respecting these differences is crucial in valuing diverse educational paths.
In conclusion, the perception of uselessness regarding non-STEM degrees for non-STEM students is unfounded and detrimental. Non-STEM degrees offer a wealth of knowledge, skills, and opportunities that contribute significantly to society and the economy. Instead of perpetuating the idea of uselessness, we should embrace the diversity of educational paths and encourage students to pursue their passions, whether in STEM or non-STEM fields.
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Costly physical education courses
While some students may find certain courses less valuable or applicable to their career paths, others argue that these courses serve a larger purpose, such as introducing students to new perspectives and cultivating diverse skills. This debate extends to physical education courses, which can vary significantly in content and cost.
Kalamazoo College, for example, offers a range of physical education courses that may be considered costly for students. These include PED 180 Intro to Canoeing, where students can learn flat-water canoeing skills, and PED 208 Equestrian Club Advanced Riding, which requires students to pay lesson fees directly to Cedar Lodge. The college also offers a cooking basics course, where students must provide their own ingredients, potentially adding to the overall cost of the class.
Goshen College's physical education curriculum includes optional health education modules. While these courses may enhance a student's overall educational experience, they could also represent an additional expense. For instance, students taking Human Nutrition as part of their physical education studies would first need to complete a prerequisite course in the Chemistry department.
At Charleston Southern University, physical education students are equipped with skills to empower their future students to thrive physically and stay active. Some students at CSU receive job offers even before completing their student teaching experience. The university's partnership with TeachSC also offers benefits such as fee reimbursements and scholarship opportunities, potentially offsetting some of the costs associated with their physical education courses.
The costliness of physical education courses may also be influenced by factors beyond the course content. For instance, community college students who transfer to four-year schools may accumulate excess credits, resulting in additional tuition fees and financial burdens. Furthermore, financial aid rules requiring students to maintain a certain course load may lead them to take unnecessary classes, further increasing the overall cost of their education.
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General education and electives
Students in college often find themselves navigating a curriculum that includes general education and elective courses in addition to their major-specific classes. While some students value the breadth of knowledge and skills that these courses can offer, others may question their relevance and wonder if they are simply paying for useless classes.
General education requirements are typically put in place to ensure that college graduates have a well-rounded education and possess a set of core competencies. These courses can include subjects such as composition, mathematics, science, social sciences, and the humanities. The idea is that regardless of their major, all students should graduate with a basic level of literacy, critical thinking skills, and an understanding of the fundamental principles that shape our world. For example, a student studying business might not see the immediate relevance of taking a general education course in biology. Still, they will develop scientific literacy and an understanding of the scientific method, which could be applicable in a variety of real-world scenarios.
Elective courses, on the other hand, offer students the opportunity to explore areas of interest outside their major. They can be used to deepen knowledge in a specific area, develop new skills, or simply satisfy a curiosity about a particular subject. Electives can range from language courses to art history, philosophy, or even more practical subjects like personal finance or public speaking. While some students may view electives as unnecessary, they can provide valuable skills and knowledge that complement a student's major and can even make them more well-rounded and competitive in the job market.
However, the argument that some of these courses are useless is not without merit. There are instances where general education or elective courses may be poorly taught, outdated, or simply not relevant to a student's goals. In some cases, they can feel like a box-ticking exercise, with students simply aiming to pass without gaining any meaningful insight. Additionally, the cost of these courses can be a significant burden, especially for students who are already struggling with the financial demands of a college education.
Ultimately, the value of general education and elective courses lies in how they are taught, their relevance to students' lives and goals, and the skills and knowledge they impart. While there may be room for improvement in how these courses are structured and delivered, they can also provide important benefits that should not be overlooked. Colleges and universities should strive to ensure that these courses are of high quality, taught by engaged instructors, and offer tangible benefits to students, whether that be in the form of transferable skills, broadened perspectives, or enhanced cultural literacy.
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Frequently asked questions
While it is undeniable that students are paying for courses that may seem irrelevant to their majors or career paths, it is important to consider the broader goals of a college education. College aims to provide a well-rounded education, introducing students to new perspectives, fostering diverse skills, and helping them understand their roles and place in society. That said, it is also true that students are taking on excess credits and incurring unnecessary costs due to various factors, including changing majors, fulfilling course requirements, and maintaining financial aid eligibility.
There are several reasons why students may accumulate excess credits, resulting in additional costs. One reason is that students often change their majors, and when they do so, they may find that some of the courses they have already taken are not required for their new major. Additionally, community college students, in particular, may need to take certain courses to fulfill general education requirements or specific department mandates, which may not directly relate to their chosen field of study.
Yes, some students have expressed frustration with certain courses that seem unrelated to their majors or career goals. For example, mandatory STEM classes for non-STEM students, theatre or acting classes, philosophy, and physical education classes that involve playing sports have been labelled as unnecessary by some. However, it is worth noting that even these courses can contribute to skill development and personal growth, even if they do not directly lead to a particular career path.
To avoid incurring unnecessary costs, students should carefully consider their course selections and seek academic advising. While exploring different areas of interest is an important part of the college experience, students can benefit from creating a structured plan for their studies to ensure they are taking the most relevant and valuable courses for their chosen major and future goals. Additionally, being mindful of course requirements and credits needed for graduation can help students avoid taking excess credits that may not contribute to their overall educational and career objectives.
