Politics and Values Program: Living and Learning Together

Politics and Values Program: Living and Learning Together

December 2009

While lively debate is not uncommon in most college classrooms, Columbian College’s Politics and Values program takes engagement to the next level through an intensive living and learning experience for a select group of 32 freshmen. The unique arrangement encourages and fosters candid exchange of ideas on political theory and practice—discussions that move beyond the classroom and onto the ninth floor of Thurston Hall, where students in the program share living space.

“These are some of GW’s brightest,” said Political Science Professor Steven Kelts, who teaches the program’s year-long, 12-credit set of courses. “The curriculum requires clear, reasoned thinking and, by the end of the year, writing at the master’s level. I tell my students that it will be a colossally difficult experience but also one that is exciting and memorable because of the bonds forged.”

According to the students, the curriculum—particularly the writing—is extremely challenging but because of the support mechanisms established through the living/learning environment, the level of difficulty is manageable. “It’s like boot camp,” joked freshman Broc Exposito, where students bond over “common trauma.”

“We feed off of each other’s thoughts and ideas,” said fellow student Schyler Turrin about the collaborative atmosphere. “Since we all live together, it is easier to ask for help or just bounce ideas off of each other. Also, by having roommates in the program, we push each other to get our work done and not procrastinate. In a way, your roommates become your parents . . .  we all look out for each other and want each other to succeed.”

Selected through a competitive process, students spend five hours in lecture and about two hours a week in discussion—all with Kelts. Political theory and American politics are taught in the fall, comparative politics and international relations in the spring. Students began the year studying the concepts of liberty and democracy in ancient political thought with readings from Aristotle.  Studies progressed to Machiavelli, Locke, deTocqueville and James Madison’s Federalist Papers. The semester concluded with a look at modern democratic values and a 25-page thesis.

During a recent class discussion, Kelts provided background on theories of collective action and posed rhetorical questions, prompting students to delve deeper into the theory. But students were also encouraged to offer real-life examples of how the theory applied. Several noted that an interest group could overcome the usual organizational hurdles by breaking a big issue down into smaller, manageable actions. For instance, the students pointed out, during the civil rights movement, individual acts of civil disobedience set the stage for overall change. And more recently, the “cash for clunkers” car program prompted individual buyers to act in a way that stimulated the auto industry and the overall economy.

In high school, many of the students had previously read required texts, such as Machiavelli’s The Prince, but are reconsidering their first impressions. “Now we analyze it for ourselves, instead of someone telling us what our interpretation should be,” said Turrin.

Kelts, a Bender Teaching Award recipient and one of three Faculty in Residence at GW, expects that level of participation from his students. “It keeps me engaged because I can cover this material at such a high level with them. I’m able to give a unifying theme to the whole course.”

Students have an ally and mentor in Kelts. They credit his enthusiasm and energy for the program’s success, grooming them for future studies. “He is preparing us for the next level… for grad school, law school, whatever we choose to go on and do,” said freshman Jenny Soderbergh. 

“It’s a significant commitment the dean has made to make sure these kids are getting four of their courses in this very personal environment,” said Kelts. “They can come in the office and say ‘Hey Kelts, how are ya?’ They know me well. It doesn’t mean they always love what they’re learning in the classroom and doesn’t mean it’s not hard, but they know they can rely on me and each other to get them through.”