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American adademics exceed expectations

By Gaveliers, The Gavel Media Team, on December 7, 2009 8:11 PM

By Lorna Greene

So far, my exchange to Boston College has been the most rewarding and interesting experience of my life. Coming from University College Cork in Ireland, I was unsure as to what I could expect from an American university.

When I first started classes at BC, I was disgusted by the fact that lecturers here give homework and set reading that they actually expect you to do. I was further appalled when I learned that class participation and attendance mattered, and that I may actually have to be cognitive and conscious in class. I was struck by the sheer madness of it all. What kind of establishment is this, anyway? Professors remember students’ names. It will be noticed if you are not in class. Entire lecture transcripts are not posted on blackboard for my convenience at a less hungover time.

It became clear to me that attending classes while still drunk from the night before was not going to be an option at BC. Ignoring the set reading and using Wikipedia synopses of books would not be good enough, and I may actually have to go to the library before the prescribed study week!

At my home university, lecture time may as well be called nap time for the majority of classes. Students turning up is not so much a requirement as an added bonus and attending half of your lectures in a week is a job well done.

Without a doubt, the academic side to Boston College has challenged me and my previous scholastic experiences in college life. The teaching systems at BC surpass anything I have come across in two years of higher education in Ireland. After getting over the initial shock of the approach to academics at BC, I have come to realize that the American teaching system is nothing less than fantastic. The way in which classes are conducted and the emphasis placed on student participation and discussion is invaluable as a learning tool.

Simple things, such as the structure of a class or a professor’s approachability, go so far in offering students a better education and awakening us to the fascinating topics and issues our classes address.

These subtle disparities make all the difference when it comes to students engaging in their discussions and actually wanting to attend lectures. I have surprised myself with the interest I have had in my classes here. I have fallen in love with certain subjects thanks to the enthusiasm of the professors involved and the emphasis placed on my participation and engagement with the material. It makes all the difference in one’s approach to learning and enjoying the academic side of college life.

I am nothing but grateful to BC for allowing me the opportunity to study here as an exchange student. I feel that BC has made me appreciate the fact that a university is first and foremost about education and learning. When I don’t take my classes seriously, I am the one missing out, and in doing so I fail to get the most out of my college education.

I think one example that best illustrates the difference between an Irish university education and its American counterpart is the Irish use of words such as “lecture” and “lecturer,” which imply being talked at and no connotations of discussion or group participation. Americans on the other hand refer to “classes” and “professors.” Classes would imply interactive learning, dialogue and some form of a teacher-student relationship. This, along with the word “professor,” a professional person intent on teaching rather than merely reciting facts to a class, highlights a major advantage in the American learning system.

I can now safely say that Boston College has exceeded many of my expectations, while at the same time opening my eyes to many aspects of American culture to which I had previously been blind. I have been met with many different emotions since arriving in Boston and beginning my year at BC. The life of an international student has left me surprised, disappointed, intrigued, excited, impressed, dismayed, inspired and frustrated at one stage or another. However, I would not change a single second of my experiences so far.

I know that when it is time for me to return to Ireland and UCC in May I will be sorry to leave the excellent learning resources at BC behind. I am already jealous of the BC students who will make use of this fantastic system for four years. However, I will go home with an amazing experience a new appreciation and determination towards my studies at home. I feel that my experiences as an exchange student here will be very beneficial to my academic future and to my final year at UCC.