By the very nature of its existence, the Dartmouth community is one that is rooted in a belief in the inherent value of education. In fact, American society as a whole holds education in high esteem. One of the first questions on any job application inquires as to one's level of formal education, and the more degrees one can list on his/her resume, the better the chances of landing a desirable job. As Dartmouth undergraduates, we can actually quantify how valuable education is to us. Our willingness to pay tuition is a direct statement that in our eyes, education is worth more than $32,000 per year!
Therefore, as a Dartmouth student who values education so highly, I find myself unable to understand why Dartmouth's education department has been repeatedly forced to fight for its life over the past decade.
Perhaps Dartmouth's situation is part of a larger trend in education in which teachers are needed more than ever for our nation's cities, but successful college students are discouraged from entering the field of education. America's urban school districts are in such desperate need of teachers that at a time when the quality of teaching should be on the rise, many cities and states have been forced to make "emergency" provisions in which they hire less-qualified (or even unqualified) men and women to educate America's children.
Politicians, the media, sociologists, and the American public in general are always talking about the importance of improving public education in this country. Yet at the same time, undergraduates at our nation's most prestigious colleges and universities (i.e. those who hold potential to become excellent educators) are often discouraged from seeking teaching careers. Both at an institutional level and on a personal level, many Ivy-league students who want to teach in public schools are constantly compelled to defend their decision.
What is the reason for this paradox in common public thought? Why do we say we value education but then discourage those who wish to be teachers? Perhaps it's an economic issue; a teacher will never make a lawyer's salary. However, it seems to me that it goes deeper than that. It almost has become an issue of "jobism." Yes, I made that word up, but somehow the teaching profession just isn't seen as respectable as many other pursuits.
Bringing this argument back to Dartmouth, it is easy to see this educational paradox in practice. Education is not offered as a major at Dartmouth, the department is shoved into a small windowless basement corner of Silsby Hall, and this coming fall the department will have to justify its existence for the third time since 1993. Imagine a review board recommending the elimination of the English Department or a movement to abolish the pre-medical program. It just would never happen. So why must education constantly defend itself if education is exactly what we've come to Dartmouth to find and share?
Dartmouth students who want to enroll in the teacher preparation program often are confronted with the question of "Why?" countless times by peers, professors, and their families. Many parents even forbid their children to enter the program. "I'm not paying tuition for you to be a teacher!" they say. "Besides, ed. classes are all jokes. You just want the easy way out!"
However, a close look at the Dartmouth education department reveals that, in fact, education courses are challenging, rewarding, and presently growing. For one thing, education classes are by no means guts. The amazing faculty in the department challenges students in both general education and teacher prep classes to reach their potential, think innovatively, and work hard.
Additionally, the professors in the education department are top notch. The small faculty works closely together and even more closely with students, but their strongest single strength is their motivation. Every one of them is here because of a strong belief in and commitment to the improvement of American education, and they work to help pass those beliefs on to their students at Dartmouth. And on top of all this they are wonderful teachers because, after all, that's what they are trained as -- teachers.
Many people often also point to the small number of students enrolled in the teacher prep program each year as a weakness of the department. However, the department's general education classes have been growing both in enrollment and offerings (Education 20 runs twice each year with over 150 students). The small size of the teacher prep cycle is indicative of the difficulty of the program, but also allows for each student enrolled to receive a great deal of individual aid and attention from the faculty.
The Dartmouth department of education has more than proven itself to be worthy of existence. It's a shame that American society fails to realize the true value of quality teachers. However, Dartmouth can and must take the first step towards validation of the teaching profession by its support and promotion of its own education department.
