Without a doubt, one of the most dreaded words for high school and college students alike is a piercing, sentence-ending, and no-exceptions word: “Required.” Not only does it spark a student’s inner, “You don’t tell me what to do,” but it also implies that the event or action it describes will not be enjoyable and that no one would otherwise attend. While some unenjoyable things are worthwhile (i.e. going to class), many, including some required information sessions, are tedious at best. For myself and many other first years, the continuing education session was a step below: frustrating.
On Sunday morning, Nov. 3, I received a GroupMe message from my RA that made me sigh. “Reminder that we have continuing education today from 1-3.” Besides the boatload of work I had saved for the remaining eight or so waking hours, the event required that I block off a whole two hours of my already-too-short weekend.
A few minutes before 1 p.m., my hallmates and I trudged out of Gaines and made the uphill trek to Early Fielding. The tired, blank looks on our faces certainly did not match the pristine weather that we would be deprived of for the next two hours, and I would have bet my flex dollars that someone besides me was thinking, “This session better be good.”
As we entered our assigned room and took our seats, the session began with what I thought I had seen the last of: ice-breakers. After saying our names and favorite Halloween candy, we discussed the content of a slideshow and then did an interactive activity for which we answered questions by walking to different signs posted around the room. We then reconvened in our seats to conclude the session.
Now, only a week and a half later, I have forgotten the specifics. I remember three of the main points of the session: identity is who we are, certain aspects of identity can create privilege, and if we have privilege, we should help others who lack the privilege that we have.
Sure, these topics are important and require coming to terms with them every day. But I would argue that most of what we learned is blatantly obvious.
As adults, most college students are comfortable with who they are and can learn about others by meeting them in organic settings. For example, I have learned more about identity by simply having conversations with people who are different from me. I have also learned more about identity in history classes and while reading literature. On a college campus like Washington and Lee’s, students can learn about identity in other ways besides required information sessions.
With regard to the message around privilege, I sensed an emphasis on morality and helping others. I would argue that it is not an organization’s job to teach adults to be kind.
When asked about the session, Carter Zavitz, ’28 said, “I thought that continuing education was an ineffective, albeit well-intentioned, attempt at making students feel more comfortable embracing diversity.” I am sure that many other students felt the same.
If continuing education is ineffective, then how could it be improved? Some suggest that other first-years should lead the sessions instead. Personally, I like the idea of giving students control over the discussion, but figuring out an incentive for these students could be tricky.
One idea I have involves RAs asking their residents prepared questions about identity. I believe that the setting would bring out a more relaxed and deeper discussion. The session could last between 30 minutes and an hour and would be better for building hall camaraderie.
Another idea that many first-years are in favor of would be to eliminate the session. The argument for this option would be the opportunity cost. If the session is not definitively productive, then surely students could put the time to better use.
While continuing education is the latest example of a required information session, it is not the first. Before the school year started, first years had to complete modules on alcohol and interpersonal violence. On campus, students have attended sessions on sexual assault and hazing as well as others.
In most cases, these sessions address problems that have occurred or could occur at Washington and Lee and are therefore valuable. Nevertheless, some of these were more effective than others. For example, I thought the Voices of W&L was a great session. It captivated students’ attention with laughter-provoking scenes and also gave the theater program an audience, effectively killing two birds with one stone. Also, the performance happened at an opportune time when Washington and Lee students were not overloaded with work or tired from a late Saturday night.
In contrast, the hazing session used a similar format to that of continuing education, and I feel that it was not as effective as it could have been.
But what makes a good required information session? Multiple first years agreed that a good information session is engaging and brief.
While required information sessions are a given in student life, let’s hope future sessions at Washington and Lee will exceed these standards.
