Weighing In: The Value of a Harvard Education

This past week, junior Alexander Heffner wrote an op-ed in U.S. News and World Report that describes how a Harvard education is “overrated.” He adds that these past three years in college have been one of the least intellectually stimulating experiences of his life.

And, to top it all off, we as students at this educational institution are a part of a larger administration-led conspiracy that has the entire world fooled about academic life here in Cambridge.
Now, before I even delve into my argument, I just want to address the notion of schooling here being one of the least intellectually stimulating experiences of someone’s life. I understand that such view is a personal judgment based on one’s own life events. But to consider conversing with inquisitive and passionate peers, or listening to a professor discuss a subject that you are interested, boring by any stretch of the imagination is both an outrage and an insult to students, professors and administrators alike.
While Heffner does raise some valid points about the frustrations of large lectures and weekly sections taught by graduate student teaching fellows, I cannot help but disagree with him on a host of issues, including office hours, the supposed public relations campaign, and the quality of students. Finally, he overlooks the fact that learning does not end in the classroom and understates the value of self-discovery.

Lectures, Professors and Office Hours

The crux of Heffner’s argument is that the school’s large lectures are hurting students. “[T]he acceptance of minimal faculty-student interaction has limited the scope of investigation and depth of assignments.”
While I do feel that such classes could be smaller and capped at a certain enrollment, never have I felt that my education was being cheapened by the reality of large classes. Nor has it stopped my peers from asking questions and voicing their opinions to the professor during lecture. The fact is, these courses are large because they are either popular or mandatory—and in some cases both. But assignments are no less comprehensive because of this. Our professors expect a lot from us, and the assignments reflect that faith. Additionally, our scope of investigation has, if anything, widened without the constant guidance of a professor. We find ourselves relating to the course material outside the classroom on our own, in the news, in other texts, and in our everyday lives.
Another point that was brought up is the inaccessible faculty. Heffner couldn’t possibly be describing the same faculty that hosts luncheon discussions or attends informal dinners with their students, right? And these events are all in addition to their regularly scheduled office hours. In my own personal experiences, I have never had trouble meeting with a professor and discussing a concept or clarifying a reading. If anything, the professors are the ones looking to talk.
Obviously, not all classes here are as intimate as they are at Andover. But we cannot compare apples to oranges. One is a national university committed to education and research while another is a secondary education boarding school. One of the starkest differences between post-secondary and secondary education is that the latter, through the efforts of teachers who actively look out for you, focuses on equipping you with critical thinking and writing skills—assets that Heffner mentions in his piece. However, the former asks you to apply these tools in your pursuit of knowledge. Professors are there to help you along the way but won’t go out of their way to make sure you are on task. They get the ball rolling but ultimately the onus is on the student.
The Great Hoax?
Is the Harvard administration really that adept at deceiving the rest of the world into thinking that this school may actually have some redeeming qualities to it? Have we all been brainwashed into believing that we can actually get a quality education here? The more we consider the possibility that a grand public relations campaign/conspiracy is at work, the more ridiculous the notion gets. Rationally speaking, applicants want to go to schools like Harvard, MIT, and Stanford, because of the schools’ resources, opportunities, and people—not because the admissions offices have succeeded in creating carefully-crafted facades.

Now, there is no disputing that Harvard has a global presence. Just last week, President Faust even visited South America. But something tells me that Harvard’s “international reputation” has more to do with the tangible qualities of the university such as the professors, events, financial aid, and students, rather than some contrived PR campaign.
I doubt that the near 35,000 applicants who applied this year have been conned into doing so. I doubt that the administration has been able to execute and sustain such a successful Ponzi scheme for the near 400 years of this school’s existence. Heffners adds, “But as any undergraduate who actually attends the school knows, the Harvard education is overrated.” I beg to differ. And I know many others who share in my sentiment.
The Human Element

I have heard countless stories about how many based their decision to come here on the people they met during visiting weekend. And this should come as no surprise. The student body is a diverse collection of people who hail from all across the world and possess tremendous life stories.
Heffner describes how there is “less ‘we’ and more ‘me'” here. But I have seen nothing but the opposite. From volunteering in the wee hours of the night at the homeless shelter to explaining concepts to classmates in study groups at the library, the students embody an altruistic spirit that has impressed me. Even in informal settings like the dining hall, there are always debates taking place and questions being asked and answered. Collectively, we are teaching and learning outside the classroom, in places where we are not afraid to probe and take chances, and with people who are not afraid to challenge us and are just as inclined to listen.
The beauty of college is that, for many of us, this is the first time that the line between school and home has been blurred. We live where we learn and conversely we learn where we live. It is a never-ending exchange. And the person who says “there is an end to genuine learning” is surely missing out.
At the end of the day, we are given individual grades. We register for classes on our own. And we take exams by ourselves. And in this regard, there exists a “me” aspect of college and learning. But this does not suggest that we live in a cutthroat atmosphere where everyone is out to get one another in an attempt to come out on top with the “A.” Instead, we are given the refreshing opportunity to cultivate a sense of self, learn to be independent, and live on our own for once. And the beauty is, you come to learn these set of skills alongside a unique bunch of people.
A Harvard education isn’t as advertised because there are 6,650 different ones. What one person gets out of her/his four years here is completely different from someone else’s. It’s ultimately about what you make it. You have a special chance to study what you want and pursue the passions you love. No one is going to tell you what to do, but there will certainly be people along the way who will challenge your way of thinking and make you consider new perspectives. And that is the value of a Harvard education.