Shaping Students
Two Mentored Advanced Projects (MAPs) in theatre, one in chemistry, an internship with the Federal Deposit Insurance Corporation (FDIC), and a job managing the campus pub — the key points on Ben Doehr ’15’s resume indicate the chemistry/economics double major’s depth and breadth of knowledge.
Grinnell strives to produce “T-shaped students” such as Doehr, the depth and breadth represented respectively by the vertical and horizontal line of a T. This model stands in contrast to both the traditional university model, which emphasizes depth, and the perception of the liberal arts model, which is sometimes viewed as providing a base of knowledge a mile wide and an inch deep.
When they were applying to colleges, both Doehr and Iulia Iordache ’15 wanted something they struggled to find elsewhere. Iordache was looking for an alternative to the system of higher education in her native Romania, which would have required her to know exactly what she wanted to study when she applied. Doehr wanted to have the opportunity to study physics and economics in depth while also doing technical theatre and design work.
Both have credited the College with expanding their knowledge within their key areas of study and helping them develop transferrable skills such as critical thinking and strong writing skills.
Developing deeper understanding
Doehr and Iordache point to MAPs as a key means of gaining depth. MAPs offer students the opportunity to work one-on-one with a faculty mentor. The results of these collaborations are frequently presented at academic and professional conferences as well as on campus.
Doehr likes to joke that being manager of the campus pub, Lyle’s, has taught him as much about economics as his coursework has. It’s not that much of an exaggeration: “Managing the pub gave me a very hands-on experience on the practical side of things,” Doehr says. His MAPs with the theatre department also allowed him hands-on work with interactive design. He and fellow student Caleb Sponheim ’15 created a series of three interactive installations in Roberts Theatre.
Iordache also credits her professors — both the degree to which they care about their students’ success and how accessible they are — for the depth of her knowledge. Iordache completed an education MAP that involved traveling to Romania to study the impact of voluntourism on the local population. Initially, she intended to be an economics major, but changed her mind and pursued psychology instead. She added a second major in Russian, and after completing a summer MAP with Assistant Professor of education Cori Jakubiak, decided to pursue international education when she graduates.
Establishing a broad base of knowledge
Iordache came to Grinnell in part because the open curriculum allowed her a chance to explore her interests. Outside of class, her perspective has been broadened by the views of other students. On a regular basis, she finds herself having conversations that relate to what she is studying. “We were talking about dualism in my psychology class,” Iordache says, “and I ended up having a conversation about dualism versus materialism in the Grill with a friend who wasn’t even in the class. It was a great discussion.” Iordache enjoys these kinds of conversations because everyone brings their own knowledge to bear on a subject.
A summer internship with the FDIC helped Doehr realize how his breadth of knowledge benefited him outside classes. He walked in knowing very little about the day-to-day operations of the FDIC, but quickly learned how the organization worked. He worked with a number of young FDIC employees and found that he could write on the same professional level as they could. He credits his liberal arts education for both his writing skills and giving him the ability to tackle new problems without being specifically trained for them.