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The
Why Do I Have to Take
This Class?
A Lesson in Making
the Required Course Relevant
Chad M. Hanson
Today, students enrolled in required courses are more
likely than ever to ask, Why do I have to take this
class? I teach required social science courses exclu
sively, so I face the question a lot. But instead of giv
ing students a sermon about why they need to take
Introduction to Sociology, I use the “why” question as
an opportunity to engage students in a round of
Socratic dialogue about the relevance and value of
general education.
In fact, I ask the “why” question myself, if students
don’t beat me to it. I ask, “Why is this class required?
Why do we bother?” In response, I often receive com
ments like that of a former student who said. “These
classes make us well rounded.” The answer suits me
of course, but even when I get good, positive respons
es like that one I continue turning questions back to
the group. In this case I said, “Excellent! I think that’s
true,” but I continued, “By the way, what does it mean
to be well rounded?”
At points like these, depending on how students
respond, I make a spur-of-the-moment decision about
whether to continue or change the format. If students
are responding well, I continue with the entire class.
If they are reticent, I form small groups to give them
more time to think. Either way, I try to lead people
toward ideas found in the literature on the role of
social science in general education.
For example, I emphasize the idea that social sci
ence courses are a chance for students to explore how
Vol. 50/No. 1
their own thoughts and feelings are determined in part
by their society and their place in history. I ask them,
“What do you want to become?” After listening to a
round of reasonable career choices I ask, “How come
no one wants to be a blacksmith?” Faces light up as
students begin to see how their own choices are deter
mined by the structure of opportunities in the United
States.
I also question them along lines that show how their
own personal decisions help maintain the structure of
society. I ask, “How many of you came to school by
yourself in an automobile?” When everyone raises
their hand it is possible to see how individual deci
sions lie at the base of our broadest social patterns.
In my experience, acknowledging the “why do I
have to take this class” question in the open has
improved students’ morale, improved their perfor
mance, and had a positive impact on the way they
evaluate my classes. If, despite my efforts, students
miss the relevance of my course at some point, they
know the “why” question is a fair one to ask. Every
lime they do, I seize the opportunity. I believe it is my
duty to honor students’ doubt and to lead them past
asking. Why do I have to take this class? and toward
a genuine appreciation of general education.
Chad M. Hanson is a faculty member in the Department
of Sociology at Casper College, in Casper, Wyoming.
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Why Do I Have to Take This Class?: A Lesson in Making the Required Course Relevant
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2002
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Text
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Chad Hanson
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ENG
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Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections.
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CCA 04.ii.e.2025.01_ChadHansonPapers_67
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Searchable PDF
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<em>College Teaching</em> is published by Taylor & Francis Group, LLC