All Posts Tagged With: "Quest"
Private university marks 4 years since opening doors
On Saturday, Quest University held its first ever commencement ceremony. Four years after opening its doors, Canada’s first private-non-profit secular university graduated its first class of 49 students. “These students have been our partners for four years,” Quest president, David Helfand, said in a release. “Their energy and enthusiasm, their ideas and their commitment have played a huge role in making this day possible.”
Having grown up in Canada, I didn’t trust private education
I’m glad to see that Annie’s post post has sparked a substantive debate, not only about the merits of undergraduate-focused education, but also about the complexity of applying a public/private distinction to Canadian universities. However, there are a few assertions which ought to be challenged, and others that require further clarification.
Like Annie, I too was initially hesitant to pursue my career in a private university. Having grown up in Canada, I had what might be called an inculturated distrust of private education. Prior to joining Quest, my teaching and research career had been primarily restricted to public Canadian universities: McMaster University, York University, Wilfrid Laurier University, and the University of Toronto. These are all good universities, though of course each has its strengths and weaknesses, largely as a result of their choice of focus. Nonetheless, my experience as a Fellow of a Cambridge college and my teaching for the Law Faculty at Cambridge University persuaded me that collegiate universities have significant benefits for undergraduate education. When Quest advertised for a philosopher, I was eager for the position for two reasons: it is a small collegiate institution, and it had a pedagogical approach wholly different from the Canadian universities where I had taught earlier.
As has already been pointed out, many others see the virtues of a collegiate institutional structure and an intimate educational community, and it is indeed the case that a very few Canadian public universities pay more than lip service to those notions. Supporters of small-scale undergraduate education are, it seems to me, to be praised, regardless of whether they work in public or private universities.
However, I’m not convinced that King’s College (Halifax) is or aims to be the same kind of educational environment as Quest. A Foundation Year, while laudable, is but a year. And a Great Books Program, also laudable, is interdisciplinary only by the anemic standards of interdisciplinarity generally espoused in North America. The point of the curriculum at Quest is to integrate the Arts and Sciences as much as possible rather than to offer some interdisciplinary courses (or even an entire interdisciplinary year). Students working within a truly integrative curriculum approach problems using the tools of many disciplines: they take, for instance, a course on ecology wherein they consider particular problems using philosophical, historical, sociological, and scientific modes of inquiry. That kind of integration is not merely interdisciplinary in that they see how the different disciplines can work together; it is interdisciplinary in that they must apply all the primary modes of inquiry which are relevant to the problem at hand.
None of the foregoing is meant to diminish the value of the interdisciplinary work that is being done or, in particular, the value of a Great Books program. Indeed, at Quest students undergo something very much like a Great Books program–my class has recently been reading the Iliad, Plato’s dialogues, Aristotle’s Nichomachean Ethics, Thucydides’ history of the Peloponnesian War, and comedies by Aristophanes. Nor are my remarks meant in any way to diminish the value of something like King’s alternative Foundation Year Program in science. My point is that integrated courses are not the same as an interdisciplinary program as it is usually understood.
The new university that wants to change everything
This is definitely not your typical first-year course. Instead of being packed into a lecture hall along with several hundred strangers, these 20 students are lounging around an oval table in a brand-new classroom and laughing almost hysterically. It’s still September, but their familiarity is already apparent. The room quiets as a generously bearded, scholarly-looking man introduces today’s topic: the United Nations Declaration of Human Rights. But instead of lecturing on the finer points of the seminal document himself, David Helfand, a visiting professor from Columbia University, directs the students to present their assigned discussion points, intervening from time to time to keep the conversation moving forward with the occasional question or gentle correction.
The conversation doesn’t need much prodding. Soon the students are jumping in with questions of their own, most of which are surprisingly thoughtful and relevant for a group only three weeks into their academic careers. “What’s the point of all those countries ratifying it if it’s not legally binding?” one young woman asks. Another student: “If we’re all supposedly equal, why give special privileges to disabled or First Nations people?” Another, unembarrassed by her youthful ignorance, admits, “Man, I never even knew what ‘whereas’ meant before yesterday!”
Helfand is a leading astrophysicist and chair of the department of astronomy at Columbia, and yet here he is, teaching a first-year class on human rights at Quest University, a little-known school up a mountain in Squamish, B.C. This class—and everything else at the barely year-old university—is far from ordinary. The student body is tiny. The focus is entirely on undergraduates. Tuition is $24,500 a year. Professors teach exclusively, and do not do research. To emphasize the point, they aren’t even called professors but rather “tutors.” And students don’t take individual courses as at other universities, but instead study in intense, 3½-week-long interdisciplinary modules known as “blocks.” Today’s class is part of the year’s first block, focused on the relationship between humans and nature, covering topics as varied as Jared Diamond’s Collapse, the philosopher Rousseau and the science of rivers. Although Helfand admits that he was initially skeptical of the unorthodox approach, he says it’s been a remarkable success. “So far, every subject works just brilliantly. The level of engagement is something I’ve never witnessed in 30 years of teaching university.”
Quest is Canada’s first non-profit, secular, private university—and its approach is arguably the most radical experiment in Canadian higher education since the great university expansion and transformation of the 1960s. And yet despite the promise in evidence in the classroom, this is an experiment that is not going well. Students aren’t flocking to the place. Enrolment is far below expectations. The university’s leadership has been a revolving door, its mission at times confused. The school’s financial health may be shaky. What does such a rocky start for Canada’s most ambitious and publicized higher education revolution say about the state of undergraduate education in Canada?
Quest is the brainchild of David Strangway, one of Canada’s most experienced academic administrators and a former president of the University of British Columbia. When Strangway retired from UBC in 1997, after 12 years at the helm, he had no intention of settling down to a quiet life in his hometown, the retirement haven of Kelowna. Then aged 62, he had bigger plans. He would build a university according to his idea of what undergraduate education should be: it would avoid graduate studies and research, and it would be private. The model would be the liberal arts colleges of the U.S. northeast, such as Vermont’s Middlebury College. In Strangway’s view, most Canadian universities no longer focus on undergraduates, but have instead become graduate research establishments that also teach undergraduate students.