Warren Wilson College (WWC) Classroom
Jake Navarro | October 22, 2024
The WWC classroom
What would it look like if one imagined the perfect classroom? To be honest, this is not the kind of question that keeps one up at night. I certainly had not given it much thought, but that was before arriving at WWC. Having sat through a few weeks of classes, I have pondered these dynamics far more often, to the extent that I feel equipped to lay down some thoughts.
To clarify, I am only sitting for three classes here. I could never, nor do I attempt to, maintain a truth for all classes at WWC. However, from my experience, I believe the WWC classroom is worth reflecting on. Before I jump into comparisons, let me take you back home for a moment.
University back home in Malta is very different. And yes, we only have one - the University of Malta. To generalize, Malta’s academic structure mirrors the broader European model, contrasting the one here in the U.S. Just imagine, we do not have homework, professors usually do not know our names, and we are rarely tasked with reading. With this column, I hope to spark some reflection, maybe even a few questions, about how WWC does things, and why it is such a jarring yet fascinating contrast to back home.
So, what’s up with all this reading
What is up with all this reading? This is something we exchange students talk about all the time - a shared inside joke that is, sadly, just a little too real. For context, let me explain what happens back home: every Study-Unit (our way of saying “class”) comes with a few core texts. Additionally, one is encouraged to supplement what is said in class with some segments from the books. Similarly, you will need to use the books to study for your exams. But homework? Assigned reading for every lecture? That is not really a thing.
At Wilson, it is the opposite. Every single class is built around assigned reading. While this ensures consistent engagement with the material, it is challenging and at times downright exhausting. I do not know if this is connected, but I am inclined to say that the significant amount of reading assigned does partially account for why people are so busy during the week and have little time for socializing. Social life, what Social life?
But at WWC you do not just read for the sake of reading or academic growth. These texts become the backbone of every class. The discussions are rich, deep and rooted in the readings. Long story short, you really cannot do without the readings.
Talk, talk and more talk: participation on steroids
Discussion-based learning is clearly a thing here. I do not think I have ever had the opportunity to contribute to a class discussion as much as I have these past five weeks. Here, students often drive the conversation, while professors act more as guides, steering the ship but letting us plot the course. Sometimes, your participation is even graded!
This method has its advantages. There is something subconsciously empowering about it, knowing your thoughts and opinions have value, even if they are not always correct. The more you speak up, the deeper you engage with the subject. Whilst it would be untrue to say that I always keep up with the discussion, it is true to say that it has been easier to keep up my interest. That said, it is not without its pressures. This way of learning can be challenging. There’s an unspoken expectation to contribute, which can be daunting when you just want to sit back and absorb. Besides, sometimes, all you really want is the “right” answer, but instead, you are forced to wade through a sea of opinions.
Back in Malta? Completely different vibe. Discussions happen, sure, but much more passively. I mean, different lecturers – yes, we call them lecturers - have their own style, just like at WWC. However, it is likely that you will never get called upon directly or questioned. Lecturers will likely have a predetermined set of points to go through, and it is that agenda that will prompt the class. You are, of course, invited to clarify any issues you may have but people rarely do. To sum it up, I would say that by and large, participation is not just not graded, it is practically optional.
The system back home comes with a lot of advantages. I feel at ease knowing that I am not expected to understand every point being discussed then. We just jot down what is being said, and think about it later. Besides, some days, you just do not feel like speaking. However, there are also challenges. You find it harder to concentrate. It is easier to just engage in a mini conversation with the person sitting next to you, or think about the food you are going to get after class. I would also say dozing off is a common thread of activity.
Class size: up close and personal
Something else I did not expect is how small classes are at WWC. Walking into a room where every face is familiar, and where the total sum of people is no greater than a tutorial class back home, revision lectures with small groups, is different This speaks to the significantly large lecture halls I am used to. With a classroom this small, it is no surprise that professors here get to know the students better. Personalized learning is sought after.
I feel like this also helps with feedback. It is much easier to ask a professor for help about a paper you are going to submit that day, or one you received a grade on than it is back home. Do not get me wrong, we have some extremely good lecturers back home, we just interact with them significantly differently — sending an email is as familiar as it gets.
Less exams, more everything else
I would like to revisit the question I posed at the beginning about a person’s ideal class. I would say that the answer most Maltese students would give you would include fewer exams. At Wilson, I feel this is as close to that as is academically possible.
I have spoken to a number of students at WWC who said they have a good amount of exams. Many have emphasized the academic toughness thereof. This is also accompanied by the commonality of a plateau of research papers. My impression is that the ways of assessing students, and the respective grading methods, are significantly different at WWC.
Exams here, whilst very important and I am sure contain academic difficulty, are not necessarily decisive. Assessments take alternative forms. They come in the form of papers, projects, quizzes, presentations — you name it. Your performance is measured throughout the semester, not in one stressful afternoon. This is somewhat different to back home where I would say the vast majority of Study-Units are marked by one decisive exam.
World apart - just side by side
The differences I mentioned above are far from exhaustive. I could go on and on. However, one theme stands out: the differences between the WWC classroom and those back home reflect not just distinct educational approaches but also the differing cultural values surrounding learning. I have indeed used the latter as motivation to avoid taking a side, and choosing which system is “better”. I believe each to have value in their own right. At WWC, the focus on reading, discussion and active engagement challenges you to think critically and participate actively. In Malta, our structured, lecture-based approach offers comfort in knowing that understanding comes at your own pace, cultivating academic independence and self-discipline.
What is true to say, is that navigating past these two worlds has deepened my appreciation for how diverse the paths to knowledge can be. Whether it is through intense discussions or sitting back to absorb a lecturer’s expertise, the classroom, no matter the country, is ultimately what you make of it.