[M.K. Thompson] Learning outside the classroom

A frequent debate among the faculty at KAIST (and at all universities around the world) involves how many courses we should require our students to take. Since courses constitute a major part of student learning, this is an important discussion with far-reaching ramifications.

Some professors argue the breadth of all fields in science and technology is growing at an unbelievable pace and disciplines that were once quite distinct are beginning to merge - increasing what graduates need to know. Thus, the number of courses that students take should be increasing. I understand their point of view.

There is also danger in this approach. This is partially because learning requires time and energy to understand the material. The more courses students take, the less time they have to devote to each course. A heavy course load can increase student stress, damage sleeping patterns, and ruin their diet and exercise habits. Ultimately, this affects their health - without necessarily increasing their learning in return. I have seen talented but overloaded students at MIT suffer both personally and academically from taking too many classes. Their transcripts had more classes than most students, but they were not learning as much and their grades could not compare. Their GPAs were not high enough to gain admittance to the best graduate schools, and they did not have the publications or extracurricular activities to compensate. Those extra classes may haunt them for the rest of their careers.

But my biggest objection to increasing the number of required courses (at all levels of education) is that it sends the wrong message. It tells students that learning only happens in the classroom. As a result, it discourages students from becoming independent learners, and precludes them from learning outside the classroom.

Independent learning is a critical life skill. People`s understanding will continue to grow and evolve, whether or not they are enrolled in a school or university. Technology and business practices will change. Professionals must be life-long learners in order to survive. The time and the money to attend regular university courses, night or weekend courses, or even short courses, are rarely available in industry. In addition, classes on many interesting and important subjects (especially esoteric or highly technical subjects) are not offered at all. The only way to learn some things is to pick up a book on the subject and teach yourself. An extreme example of this is research, where no one really understands the subject well enough to teach it to you. Instead, you have to design and perform experiments to help yourself understand the phenomena. Once you have taught yourself, you can write papers and books to help others understand.

At KAIST, the current average undergraduate course load is 5.5 courses per semester (down from almost 6). Most students say that they only have time for one extra-curricular activity (club, sport, research project, etc.) In comparison, the average undergraduate course load at MIT and Harvard is 4 classes per semester. This is partially because these schools expect their students to do some of their learning outside of the classroom. Students work on undergraduate research projects. They develop and teach their own classes. They write and publish books and magazines. They write and record music. They participate in local and international service projects. They found and run student clubs. They manage the campus newspaper, TV station, radio station and movie theater. They serve on institute committees and help create new policies for the university. They play on varsity sports teams and in the university orchestra. They write, produce, and perform in plays and musicals. Occasionally, students start small businesses.

Some of these activities are fun. They help students form and maintain friendships and relieve stress. But they also help students develop teamwork skills, leadership skills and project management skills. They get hands-on experience in business and finance. They apply their existing technical skills and develop new technical skills to help solve important problems. They learn to be teachers and mentors, which changes the way that they look at education. Often, they become better learners. They nearly always become better citizens of the institute, and ultimately the world.

I took many interesting courses at MIT that were taught by outstanding professors. But the most influential parts of my education happened outside of the classroom. MIT and Harvard give students the time, the opportunity, and occasionally the funding to explore and expand their academic and personal interests. It gives them the freedom to make the most of their education. I believe that this is part of what makes them two of the best universities in the world.





Mary Kathryn Thompson, Ph.D., is an assistant professor in the Department of Civil and Environmental Engineering, the Korea Advanced Institute of Science and Technology. She can be reached at mkthompson@an.kaist.ac.kr. - Ed.