SAU Honors College

The SAU Honors College was founded in 2003 by Dr. David Rankin, president of SAU. Dr. Lynne Belcher served as founding director and is retired from SAU. The Honors College seeks and admits qualified students who seek to pursue a serious academic program with equally gifted peers and committed teachers. Honors classes are small and provide academically enriching opportunities for students and the faculty who teach them. Currently, SAU enrolls nearly 170 honors students and graduates about 66% of admitees in four years or less. Anyone interested in applying to the Honors College or seeking further information should contact the director, Dr. Edward P. Kardas at epkardas@saumag.edu or at 870 904-8897.

Sunday, October 17, 2010

Hoffman, Mallory: Paglia


In Camille Paglia’s article “Revalorizing the Trades” she writes about how the future middle class will not receive the jobs that they deserve due to a lack of hands on preparation for careers by students in colleges. Although the thought of such a situation would be a concern to take into thought, Paglia’s worries are over nothing.
            
Paglia claims that “College education… is doing a poor job of preparing young people for life outside of a narrow band of the professional class” (Paglia 1). Saying that people paying loads of money to become doctors or lawyers are the only ones receiving enough job experience and opportunities through their education to become successful in the working field is unjust. Paglia's thoughts of this being true is a gross overstatement on the quality of higher educational system.  Most colleges have courses for students that help them adapt to their future career paths. Teaching degrees require student teaching, programs such as nursing place students in internships, and science classes have laboratory sessions. All of these hands on experiences were developed to make courses given to particular majors more enriching.
            
Paglia goes on to say that the medical and law schools that do fully prepare their students for the work force are “predicated on molding students into mirror images of their professor” (Paglia 1) and “seem divorced from any rational consideration of human happiness” (paglia 1).  At that point she targets the values she earlier praised.  In reality, teachers do not want their students to be exactly like themselves, they would rather focus on having students learn the essential material needed to fully understand the course being taught so that the student can move on to another course, again countering Paglia’s concerns.
            
Camille Paglia is worried about how people need to “revalorize the trade” yet she fails to see that it indeed still possesses its prior values.

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