In class the other day I had a brief discussion with another Carleton alumn about the "'value" of our Carleton degrees compared to an undergrad degrees at the University of Minnesota. We agreed that even though most of us were more in debt now than the day we graduated, Carleton had other valuable intangibles. The conversation was cut short but when I returned to my car they were discussing the new US News rankings on MPR. Carleton was 6th overall. They talked about whether the rankings meant anything besides the "richest" colleges or the most expensive. A Gustavus student called in and asserted that the rankings don't mean anything...figures #81...kidding I have nothing against the Gusties. I don't disagree that when your talking about the top 10-20, even top 50, schools it's hard to say generally who is the best and who is only 5th best. It's the same way with preseason rankings in sport, you're really just making a guess based on the pieces they are holding, not necessarily how those pieces fit together and function as whole.
BUT there is a reason people spend the time and money to do rankings, and I'm proud of Carleton (and my favorite xc teams!) for being ranked. And more importantly, I'm proud of the people Carleton has molded us to be. The argument has always been that no matter what the rankings say you still have to show up and compete. Carleton grads may not have "real" jobs but we are both fierce competitors and effective collaborators. We follow our passions no matter how outwardly impractical. I recently revisited a graduation speech made by an inspiring friend, Irene Koplinka-Loehr. It's crazy how much more meaningful commencement advice is a year or two following graduation. I would link the speech but I can't get it to work, and I would post an excerpt but it sort of needs context so I'm going to post the whole thing. I hope you don't have this copyrighted, Irene : )
An Average Carl
Speech given by Irene Koplinka-Loehr
Carleton College Commencement, June 12, 2010
Carleton College Commencement, June 12, 2010
On our first day at Carleton, President Oden, in his engaging and syncopated voice, told us of a college admissions manual describing, “the average Carleton student” as one who “owns 1.5 Frisbees.” He went on to say: “There are two things wrong with that statement: most Carleton Students have at least three Frisbees, and there is no such thing as an average Carleton student.”
While I had already experienced that Carleton students were FAR from average, I was somewhat mystified by the Frisbee statistic. Over the years, while wondering what segment of the Carleton population that particular college book had polled, I turned Oden’s statement around in my head. As a dedicated runner—and distinctly Frisbee-less—I often wondered at the purpose of having one, let alone more than one Frisbee. It was only this past winter, when frantically searching the recesses of my friend’s car for an ice-scraper, that I realized the utility of a Frisbee. Suddenly the 175g disc of plastic was transformed into an ideal tool for the removal of an otherwise impenetrable layer of ice and snow. Immediately, the benefit of more than one Frisbee became clear…two Frisbees meant my friend and I were able to clear the windshield twice as fast.
This moment was enlightening in showing the range of Carleton students, but it additionally led me to reflect on the value of a liberal arts education. While somewhat trivial, it is in many ways indicative of what Carleton Students do very well: take the tools we are given and re-invent them within a totally different context. In an article titled, “The disadvantages of an Elite Education”, William Deresiewicz, cites a sense of entitlement, a trend toward socio-economic homogeneity, and a student’s “fear of failure,” as problems that limit the intellectual flexibility of today’s graduates. While some may argue that Carleton fits this mould, I would argue that Carleton is doing something altogether different: teaching students to question. I arrived at Carleton, like many others, intimidated but confident in the person that I was, with the expectation that I would graduate with a hefty résumé and the authoritative clout of a “top-ten liberal arts” college education. Instead I am leaving Carleton in a distinctly better position, not with a résumé and the stable footing of a well-paying job, but with a studio art major, the ability to laugh at myself, and a lot of questions. This, according to William Deresiewicz is the hallmark of a good liberal arts college: to engage a student in introspection and skepticism.
A Carletonian series spanning the past year asked self-identified men to answer the question “What does it mean to be a good man?” In one particularly eloquent response, the author stated: A good man does not only the good he can, but he looks at his own circumstance and does the good that he is uniquely positioned to do. Uniquely positioned to do. These words so clearly identified what we have actually been learning to do at Carleton. We have learned to navigate the world of being both student and conscientious community member. At Carleton we combine our academic interests across disciplines with our extracurricular activities. Daily, as students, we are doing the good we are uniquely positioned for: volunteering as a track athlete at the Special Olympics, helping new freshman transition to Carleton as an Intercultural Peer Leader, supporting survivors of sexual assault through CAASHA, teaching organic chemistry test prep sessions as a TA, or giving Friday flowers to a roommate who had a tough week. We use our voices, toned through a Carleton education, to shape a positive world around ourselves.
While some may chuckle at our Dance and English degrees, what is more important to recognize is that as we have challenged and questioned Carleton, it has in turn pushed us to examine our inner selves. We gained passion and dedication. Having seen injustices, each of us, based upon our educational and societal circumstance, has the ability to stand up to make positive change in this world. Now, balanced on the edge of our futures, I engage you to make a decision as you cross this stage: let us go out from the safety of this small Minnesotan town, grasping the knowledge gained from our four years here, and choose to do the good work for which we are uniquely positioned. As we leave the invigorating, dynamic, beautiful bubble that has been the Carleton experience hold close the words of President Oden: there is no such thing as an average Carleton student.
While I had already experienced that Carleton students were FAR from average, I was somewhat mystified by the Frisbee statistic. Over the years, while wondering what segment of the Carleton population that particular college book had polled, I turned Oden’s statement around in my head. As a dedicated runner—and distinctly Frisbee-less—I often wondered at the purpose of having one, let alone more than one Frisbee. It was only this past winter, when frantically searching the recesses of my friend’s car for an ice-scraper, that I realized the utility of a Frisbee. Suddenly the 175g disc of plastic was transformed into an ideal tool for the removal of an otherwise impenetrable layer of ice and snow. Immediately, the benefit of more than one Frisbee became clear…two Frisbees meant my friend and I were able to clear the windshield twice as fast.
This moment was enlightening in showing the range of Carleton students, but it additionally led me to reflect on the value of a liberal arts education. While somewhat trivial, it is in many ways indicative of what Carleton Students do very well: take the tools we are given and re-invent them within a totally different context. In an article titled, “The disadvantages of an Elite Education”, William Deresiewicz, cites a sense of entitlement, a trend toward socio-economic homogeneity, and a student’s “fear of failure,” as problems that limit the intellectual flexibility of today’s graduates. While some may argue that Carleton fits this mould, I would argue that Carleton is doing something altogether different: teaching students to question. I arrived at Carleton, like many others, intimidated but confident in the person that I was, with the expectation that I would graduate with a hefty résumé and the authoritative clout of a “top-ten liberal arts” college education. Instead I am leaving Carleton in a distinctly better position, not with a résumé and the stable footing of a well-paying job, but with a studio art major, the ability to laugh at myself, and a lot of questions. This, according to William Deresiewicz is the hallmark of a good liberal arts college: to engage a student in introspection and skepticism.
A Carletonian series spanning the past year asked self-identified men to answer the question “What does it mean to be a good man?” In one particularly eloquent response, the author stated: A good man does not only the good he can, but he looks at his own circumstance and does the good that he is uniquely positioned to do. Uniquely positioned to do. These words so clearly identified what we have actually been learning to do at Carleton. We have learned to navigate the world of being both student and conscientious community member. At Carleton we combine our academic interests across disciplines with our extracurricular activities. Daily, as students, we are doing the good we are uniquely positioned for: volunteering as a track athlete at the Special Olympics, helping new freshman transition to Carleton as an Intercultural Peer Leader, supporting survivors of sexual assault through CAASHA, teaching organic chemistry test prep sessions as a TA, or giving Friday flowers to a roommate who had a tough week. We use our voices, toned through a Carleton education, to shape a positive world around ourselves.
While some may chuckle at our Dance and English degrees, what is more important to recognize is that as we have challenged and questioned Carleton, it has in turn pushed us to examine our inner selves. We gained passion and dedication. Having seen injustices, each of us, based upon our educational and societal circumstance, has the ability to stand up to make positive change in this world. Now, balanced on the edge of our futures, I engage you to make a decision as you cross this stage: let us go out from the safety of this small Minnesotan town, grasping the knowledge gained from our four years here, and choose to do the good work for which we are uniquely positioned. As we leave the invigorating, dynamic, beautiful bubble that has been the Carleton experience hold close the words of President Oden: there is no such thing as an average Carleton student.
Rankings might not mean anything, but Carls certainly do. Initially, we may come in as just high-potential pieces, but eventually we become positioned uniquely among the best.
Chasing non-monetary value,
Laura
here's another stat to pass along to your u of m detractors. in the class of 2009, the average carleton student graduated with less debt than the average u of m undergrad. in fact, there were only two schools in the entire state (and one of them is southwest state university...which i didn't know was a place) that had less debt on average. not to mention the piece that last year listed carleton as the best return on investment in the state of mn.
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