Bowdoin College: Navigating Change and Tradition
Bowdoin College, known for its unique liberal arts spirit, is currently undergoing several transitions that are impacting the student experience. From changes in course registration to evolving attitudes towards campus entities, students are navigating a shifting landscape while striving to uphold the college's core values.
The Transition from Polaris to Workday
As course registration season approaches, the transition from the Polaris system to Workday has become a major point of discussion and concern among students. Polaris, the former system, was viewed as a fair and relatively stress-free method of course selection, allowing students the flexibility to work with professors and navigate waitlists. Under Polaris, classes were typically filled with students from a variety of class years and majors, fostering a diverse learning environment.
The new Workday system, slated to be fully implemented by fall 2025, will operate on a first-come, first-served basis, prioritizing students based on seniority. This change has raised concerns about equity and the potential loss of the collaborative relationship between students and professors that Polaris facilitated.
Student Concerns and Administrative Response
Many students feel overwhelmed and left in the dark regarding the implications of this transition. While the administration has provided technical instruction through Workday training sessions, some students feel that there has been a lack of communication regarding the broader changes that the switch will bring. This limited communication has contributed to a sense of uncertainty and unease among the student body.
In a survey, students reported an average confidence rating of 4.83 (on a scale of zero to ten) regarding course registration on Workday. A significant portion of students (37 percent) indicated that they learned the most about using Workday from their peers, highlighting the need for more comprehensive and accessible information from the administration.
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Some students believe that the College should have delayed the transition to Workday to address its shortcomings and retain Polaris for a longer period. They express particular concern for underclassmen who may be disproportionately affected by the new system.
Implications for Bowdoin's Academic Values
The shift to Workday for course registration has been perceived by some as a departure from the unique liberal arts spirit of Bowdoin College. Unlike many other institutions, Bowdoin encourages students to explore a broad curriculum, supported by close collaboration with professors. The new system raises questions about whether this exploratory spirit will be compromised by the constraints of a first-come, first-served registration process.
It is the hope of many that the transition to Workday will ultimately result in an equitable registration process that aligns with Bowdoin’s academic values, preserving the college's commitment to intellectual exploration and student-faculty collaboration.
Understanding National Fellowships
Beyond course registration, Bowdoin College also encourages its students to pursue national fellowships. These fellowships, offered by external entities, provide unique opportunities for students to further their academic and professional goals.
Key Steps for Aspiring Fellows
Students interested in applying for national fellowships are advised to take the following steps:
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- Understand the Big Picture: Recognize that each fellowship has its own mission, application process, selection criteria, and deadline. Students should carefully consider how their background and goals align with a particular fellowship.
- Timing is Everything: Plan ahead by one, two, or even three years. This long-term planning can inform decisions about courses, extracurricular activities, and summer experiences, ultimately strengthening fellowship applications.
- Meet with the Director of Student Fellowships and Research: Cindy Stocks, the Director of Student Fellowships and Research, provides guidance and support to students throughout the application process.
Fostering an Inclusive Community
Bowdoin College has taken steps to foster a more inclusive environment for its students, faculty, and staff. One such initiative is the Lived Name Initiative, which allows individuals to specify a preferred name that differs from their legal name.
The Lived Name Initiative
Since 2014, various offices on campus have collaborated to launch the Lived Name Initiative. This initiative recognizes that an individual's lived name is an important aspect of their identity and should be respected in campus communications and interactions.
Students can update their lived name on the Enrollment Form at the start of the spring semester. While Bowdoin will continue to store legal names for official purposes, the Lived Name Initiative demonstrates the college's commitment to affirming an inclusive community where individuals feel comfortable expressing their authentic selves.
Student Perspectives on Campus Entities
The Bowdoin Opinion Survey Series (BOSS) provides valuable insights into student perspectives on various aspects of campus life. The survey explores student attitudes towards different entities, academic rigor, and campus events.
Approval Ratings and Trends
Dining Services consistently ranks as the most popular entity on campus, while the Brunswick Police Department (BPD) remains the most unpopular. The faculty, academic advisors, the town of Brunswick, and the Bowdoin library system are also highly regarded by students.
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The Bowdoin Orient, the student newspaper, has seen an increase in its approval rating, while Hoppe, another campus entity, has experienced a significant decrease in popularity.
Student Concerns and Disappointments
Some students have expressed disappointment with the administration's handling of events pertinent to the student body, citing a lack of consistency and a failure to embody the common good. These concerns highlight the need for improved communication and transparency between the administration and the student body.
Attitudes Towards Artificial Intelligence
The BOSS also explored student attitudes towards artificial intelligence (AI). While a majority of students have used AI in general, only a small percentage have utilized Amplify, the AI platform provided by the College. There is a mixed sentiment regarding the implementation of a school-wide AI usage policy, with slightly less than half of respondents believing that it is necessary.
Research in the Arctic: A Bowdoin Connection
Bowdoin College students are actively involved in research projects around the world, including studies focused on the Arctic and the impacts of climate change.
Student Research on Tundra Fires and Permafrost Thaw
Several students have conducted research on tundra fires and permafrost thaw in the Arctic, investigating the effects on carbon emissions, vegetation composition, and ecosystem function. These studies are crucial for understanding the complex interactions between climate change and Arctic ecosystems.
For example, Anneka Williams, a Bowdoin College student, is researching the role of plants in methane emission in the Arctic and the effect of tundra fires on plant-mediated methane transport. Her work contributes to a better understanding of the factors that contribute to climate change.
Other students from various institutions are studying the impact of tundra fires on water quality, nutrient cycling, and the movement of nutrients in groundwater. Their findings will help to develop more accurate projections of carbon emissions and the overall impact of climate change on the Arctic region.
The Legacy of Resistance: Learning from the North Star
Bowdoin College has a rich history of social justice and activism. Frederick Douglass launched The North Star newspaper in 1847, twenty years after John B. Russworm, the first Black graduate of Bowdoin College, made history.
Acts of Resistance and Community Support
Inspired by this legacy, the Association for the Study of African American Life and History (ASALH) released a list of ten acts of resistance, encouraging individuals to actively engage in the fight for social justice. These acts include:
- Learning and sharing facts about Black History.
- Supporting Black media and organizations.
- Actively participating in civic engagement.
These acts of resistance serve as a call to action, urging individuals to get off the sidelines and contribute to the ongoing struggle for equality and justice. By supporting Black organizations, advocating for policy changes, and educating themselves and others, individuals can help to build a more just and equitable society.
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