Students
A majority of students at all five schools self-identify themselves as liberal. Students at Oberlin, Kenyon and Wesleyan have the highest percentage of liberal students while Denison attracts the highest percentage of students who identify as conservative and very conservative.
The curriculum at all of the five schools is highly structured and academically rigorous. Generally, the four basic elements—the required humanities sequence, the breadth of study requirement, and a senior thesis (Independent Study at Wooster, Senior Exercise at Kenyon) — creates a mix for strong component of interdisciplinary work with study of traditional majors.
First- and second-year students at each one of the colleges develop a strong a background in a broad context of liberal arts classes. Classes like Love and Sex at Ohio Wesleyan University, Philosophy of Art at Kenyon College or the Oberlin Film Series at Oberlin College provide opportunities for humanistic and scientific study. The junior and senior years at each college provide opportunities for intensive examination of the subject matter and techniques of a more narrowly defined academic discipline.
Other features of the student bodies at the five schools exist. Oberlin attracts the highest percent of out-of-state students, followed by Kenyon and Ohio Wesleyan. Ohio Wesleyan has the highest percent of international students among the five schools and currently has the fifth highest percentage of international students among all liberal arts colleges. Oberlin and Wooster typically have the highest percentage of students continuing for PhD degrees immediately following graduation.
Read more about this topic: Five Colleges Of Ohio
Famous quotes containing the word students:
“President Lowell of Harvard appealed to students ‘to prepare themselves for such services as the Governor may call upon them to render.’ Dean Greenough organized an ‘emergency committee,’ and Coach Fisher was reported by the press as having declared, ‘To hell with football if men are needed.’”
—For the State of Massachusetts, U.S. public relief program (1935-1943)
“We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.”
—bell hooks (b. 1955)
“I know that I will always be expected to have extra insight into black texts—especially texts by black women. A working-class Jewish woman from Brooklyn could become an expert on Shakespeare or Baudelaire, my students seemed to believe, if she mastered the language, the texts, and the critical literature. But they would not grant that a middle-class white man could ever be a trusted authority on Toni Morrison.”
—Claire Oberon Garcia, African American scholar and educator. Chronicle of Higher Education, p. B2 (July 27, 1994)